An evaluation of the public school relations in the high schools of small cities and rural communities of California

Citation preview

AW EVALUATION OP THE PUBLIC SCHOOL RELATIONS IN THE HIGH SCHOOLS OP SMALL C IT IE S AND RURAL COMMUNITIES OF CALIFORNIA

A D iss e rta tio n P re se n te d to T he F a c u l t y o f t h e S c h o o l o f E d u c a t i o n The U n i v e r s i t y

of S o u th e rn C a lif o r n ia

In P a r tia l F u lfillm e n t o f th e R e q u ire m e n ts f o r

th e D egree

D o c to r of E d u c a tio n

by J a c o b F r a n k W ien s J u n e 1950

UMI Number: DP25794

All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion.

Dissertation Publishing

UMI DP25794 Published by ProQuest LLC (2014). Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code

ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106- 1346

£ I

1s~o

O

Th is dissertation, w ri tt en under the direction of the Chair man of the candidate’s Gu id an ce C o m m i t t e e an d a p p r o v e d by all m em be rs of the C o m m it te e , has been p r es e nt e d to a nd ac ce pt e d by the F ac u lt y of the S c h o o l of Ed uc at io n in par ti al fu lfillme nt of the requirements f o r the deg ree of D o c t o r of Education.

A /y

Date.

........... ( £

/.9 .£ Z ?

L

v ......I. A__

Guidance Committee

Chairman

V

TABLE OP CONTENTS CHAPTER I

PAGE THE PROBLEM....................................................................................... Im p o rta n c e

of th e p ro b lem • *

Need, f o r p u b l i c

................................

1

r e l a t i o n s • « ......................................

6

S ta te m e n t of p r o b l e m D e lim ita tio n of stu d y B a sic a ssu m p tio n s

• .

•

10

........................................ .

11

II

. .

. . . .

.........................

‘ O rg a n iz a tio n of

REVIEW OP RELATED LITERATURE R e y n o ld s S tu d y

T he

P a r l e y S tu d y

T he

T odd S t u d y

The

W a lle r S tu d y

T he

Rope S t u d y

The

Conner S tu d y

12 12

t h e s t u d y .......................

The

8

• • • . . • • • . . . •

M e a n in g o f p u b l i c r e l a t i o n s P ro ced u re

1

. . . . . . . . .

. . . . .

15 17

..................................

17

.................................................................

19

..................................................

21

................................. ....................... •

.......................................................

23 24 27

The H u l l S t u d y .......................................................................... •

29

The M i l l e r S t u d y

32

. . . . . . . . . . . . . .

The

S e y le r S tu d y

............................................................

34

The

H ic k ey S tu d y

...........................................................

35

The

S h i r l e y S tu d y

The

Hagman S t u d y

.......................

39 43

CHAPTER

PAGE

Summary o f l i t e r a t u r e III

.

. .

.

...................

45

A POLL OP EXPERT OPINION TO DETERMINE RELATIVE VALUE OP PUBLIC RELATIONS ACTIVITIES AND BEST SOURCES OF APPRAISAL FOR EACH ......................................................................... N eed t o

d e v e lo p a p p r a i s a l fo rm

. . . . . . .

F o rm b a s e d on o t h e r f i n d i n g s ...................

47

47

The M i l l e r F o rm

48

The p r e l i m i n a r y a p p r a i s a l f o r m f o r ........................................... C a l i f o r n i a H ig h S c h o o ls

49

E x p e r t O p i n i o n P o l l e d .............................................

.

51

T a b u la tio n of resp o n se s

.

53

of e x p e r t o p in io n

D e sc rip tio n of ta b le s used In re p o rtin g r e t u r n s of th e p o l l of e x p e r t o p in io n as to r e l a t i v e v a lu e of p u b lic r e l a t i o n s a c tiv ity .

55

The r e s u l t s o f t h e p o l l o f e x p e r t o p i n i o n on p u b l i c r e l a t i o n s a c t i v i t i e s i n i t i a t e d fro m w i t h i n th e s c h o o l ...................................... P a r t i c i p a t i o n o f s c h o o l p e o p le i n c o m m u n ity a c t i v i t i e s • • . . • • • • • • • P u b lic a tio n s

56 .

60

• •

62

I n s c h o o l a n d c o m m u n ity •

64

U n c la ssifie d a c tiv itie s P u p il a c t i v i t i e s

...............................

The r e s u l t s o f p o l l o f e x p e r t o p i n i o n on p u b lic sc h o o l r e l a t i o n s a c t i v i t i e s r e s u l t i n g fro m c o o p e r a tiv e r e l a t i o n s h i p b e t w e e n s c h o o l a n d c o m m u n ity g r o u p s . . . . O rg a n is e d g ro u p s o f p a r e n ts f o r f u r t h e r i n g s c h o o l c o m m u n ity r e l a t i o n s h i p C o m m u n ity g r o u p s

56

67 .

68

o rg a n iz e d by th e s c h o o l •

68

iv CHAPTER

PAGE C e l e b r a t i o n o f s p e c i a l w eeks a n d o c c a sio n s ............................... ..... . . School p ro fe s s io n a l o rg a n iz a tio n s

.

• .

.

.

71

. •

73

The r e s u l t s o f t h e p o l l o f e x p e r t o p i n i o n of p u b lic sc h o o l r e l a t i o n s a c t i v i t i e s r e s u l t i n g fro m th e e d u c a t i o n a l program of o rg a n iz a tio n s o u ts id e of sc h o o l. . . . . . E d u c a ti o n a l program s of s e r v i c e c lu b s a n d c o m m u n ity women’ s o r g a n i z a t i o n s • . E d u c a tio n a l p rogram o f c h u rc h g ro u p s

IV

75 •

75

. .

77

C h a ra c te r b u ild in g and w e lfa re o rg a n iz a ­ t i o n s . . . . .......................................... . . . . .

79

E d u c a tio n a l p rogram of g o v e rn m e n ta l g ro u p s . . . , . . . . . . . .

81

E d u c a t i o n a l p r o g r a m o f o t h e r c o m m u n ity g ro u p s • • . • « ......................................... • . .

81

E d u c a tio n a l p rogram o f b u s i n e s s a n d in d u stry • ..............................

84

J u r y d e te r m in e s r e l a t i v e c o m p e te n c y o f f i v e g ro u p s of a p p r a i s e r s . . . . . ..................... •

86

V a l id i t y of th e p re lim in a r y a p p r a is a l fo rm .

107

S u m m a r y ............................................................. .....

Ill

THE CONSTRUCTION OF THE APPRAISAL FORM D ire c tio n s

on

S chool P u b lic S a m p le sh o w n O rg a n iz a tio n s

form

.

.

.

117

......................................................

R e l a t i o n s A p p r a i s a l F o rm

• •

.................................................................... o f th e fo rm

C r i t e r i a f o r a cc e p ta n c e ite m s •

.....................................

117 118 12 0 121

or d e le tio n of

12

V CHAPTER

PAGE

D e le te d ite m s

. . . . . .

E q u iv a le n t v a lu e a c t i v i t y

. .

. .

.

. .

*

123

• •

128-

A p p ra is e r g ro u p s to r a t e th e A p p r a is a l F o rm . . . . ......................... Sum m ary V

..................................................................

13

THE NATURE OF THE SAMPLING OF SCHOOLS, COMMUNITIES AND SOURCES OF APPRAISAL . . . . C la s sific a tio n

of C a lifo rn ia

h ig h sc h o o ls

132 .

132

S a m p lin g a c c o r d i n g to a v e r a g e d a i l y a tte n d a n c e . . . . . . . ..................................... •

133

S a m p lin g a c c o r d i n g

134

to g e o g ra p h ic

lo c a tio n

C o o p e ra tio n o f h ig h sc h o o l p r i n c i p a l s A lte rn a te

VI

129

school n ecessary . . .

.

. . .

13 6

.................................

137

T e a c h e r s , c o u n ty s u p e r i n t e n d e n t s a n d lay m en .......................... . . . p a rtic ip a te . . . . . . .

140

Sum m ary . . . . . . . . . . . .

143

.

THE MATURE AND EXTENT OF THE DIFFERENCES AMONG SCHOOLS BY S IZ E ACCORDING TO COMPARATIVE SCORES AND RATES ............................... M aster t a h l e s

• • • • • • •

Range a n d a v e r a g e s S cores by s iz e

. . .

145 • 145

o f s c o r i n g ...................................... .................................

148

A verag e s c o r e s f o r i n d i v i d u a l ite m s an d s e c t i o n s .........................................................................................

152

A c tiv itie s

of sc h o o ls

1 45

in itia te d

fro m w i t h in th e s c h o o l

P a r t i c i p a t i o n i n c o m m u n ity a c t i v i t i e s by s c h o o l p e r s o n n e l

154 155

vi CHAPTER

PAGE P u b lic a tio n s

• •

. . . . . . . .

. . • . .

U n c l a s s i f i e d a c t i v i t i e s ..................... .... P u p il a c t i v i t i e s

.

. .•

159

i n s c h o o l a n d c o m m u n ity *

159

A c t i v i t i e s i n i t i a t e d c o o p e r a t i v e l y by s c h o o l a n d c o m m u n ity . . . . . . . . . . . . O rg a n is e d p a r e n t g ro u p s C o m m u n ity g r o u p s

157

.

.

. . . . . . .

o rg a n iz e d b y th e s c h o o l

S p e c i a l w eeks a n d o c c a s io n s

163 163 •

. . . . . . .

School p ro fe s s io n a l o rg a n iz a tio n s

• . .

165 167

•

167

A c t i v i t i e s i n i t i a t e d fro m th e e d u c a t i o n a l p r o g r a m o f c o m m u n ity o r g a n i z a t i o n s . • • • .

169

S e r v i c e c l u b s a n d women* s o r g a n i z a t i o n s C h a ra c te r b u ild in g and w e lfa re o rg a n iz a tio n s . . . . . ............................... G o v e rn m e n tsl g ro u p s

.

*

171

•

171

• » . • • • • • • . •

O t h e r c o m m u n ity g r o u p s B u sin e ss and i n d u s tr y R e v ie w o f a v e r a g e s c o r e s P ro p o rtio n a te

174 17 4

•#

. . . . . . . .

of se c tio n s

sc o rin g by se c tio n s

.

177

. . . .

177

• • • «

181

R ank o r d e r o f t w e n t y - f i v e h i g h e s t s c o r e d ................................................................ a c tiv itie s E q u iv a le n t v a lu e a c t i v i t y P erso n n el and siz e

• » . • • • • • •

o f s c h o o l s ........................................

185 189 192

P r o v is io n f o r p o l i c y and pro g ram of p u b lic re la tio n s ............................... . . . . . . . . . .

194

C o m m u n ity f a c i l i t i e s

195

and re s o u rc e s

. . . . .

v ii CHAPTER

PAGE Sum m ary . . . . . . . . . . . . . . . . . .

V II

NATURE M D EXTENT OP DIFFERENCES OF SCHOOLS BY SOURCES OF A P P R A IS A L ...................................... Four c la s s e s

of a p p ra is e rs

206

C o m p a ra tiv e a v e r a g e o f m ain s e c t i o n s by so u rc e s of a p p r a i s a l . . . . . . . . . .

20 7

com pared f o r s m a ll s c h o o ls

.

211

•

.2 1 9

. .

.

226

L aym an p a r t i c i p a t i o n i n c o m m u n ity • . * .

.

228

A p p r a i s a l s m ade b y s c h o o l b o a r d m em b ers

•

230

A v erag e s c o r e s com pared f o r

la rg e

sc h o o ls

T e a c h e r p a r t i c i p a t i o n i n c o m m u n i ty

Lay a p p r a i s a l s by o c c u p a tio n

.

*

• • * • • • •

232

P e rs o n n e l o f c o u n ty s u p e r in te n d e n t of sc h o o ls* o f f i c e p a r t i c i p a t i n g i n a p p r a i s a l .

234

Sum m ary

234

SUMMARY* CONCLUSIONS AND RECQMMENDATIONS Sum m ary o f p r o b l e m a n d p r o c e d u r e Sum m ary o f f i n d i n g s

.

.

• • •

*

239

•

239

• • • • • • • • • • • •

240

C o n c lu sio n s and im p lic a ti o n s f o r e d u c a tio n .

251

R e c o m m e n d a ti o n s

255

• • • • . . . . . . « . • •

BIBLIOGRAPHY APPENDIX

206

. • • • • • • •

A verage s c o r e s

V III

202

*

................................................................................................................ S p e c im e n o f l e t t e r

se n t to

ju ry of e x p e rts

S c h o o l - P u b l i c R e l a t i o n s A p p r a i s a l F o rm S p e c im e n o f l e t t e r s e n t t o h i g h s c h o o l p r i n c i p a l s ..................................................................

.

261 270 271

•

272

viii page

Q u e stio n n a ire se n t to h ig h sch o o l p r i n c i p a l s . . * .................................................... .

282

S p e c im e n o f f o l l o w - u p l e t t e r s e n t t o p r i n c i p a l s ....................................................................... .

.

284

S p e c im e n o f l e t t e r s e n t t o t e a c h e r s a n d la y m e n .................................... .....

.

285

S p e c im e n o f f o l l o w - u p l e t t e r s e n t t o t e a c h e r s and lay m en . . . . . . . . . . . .

28?

S p e c im e n o f l e t t e r s e n t t o c o u n t y s u p e r ­ 288 i n t e n d e n t s o f s c h o o l s ................................. S p e c im e n o f f o l l o w - u p l e t t e r s e n t t o c o u n ty s u p e r in te n d e n ts o f sc h o o ls . . . .

289

P a r t ic ip a n t s o f ju r y f o r th e e v a lu a tio n o f t h e A p p r a i s a l F o r m ....................................

290

P a r tic ip a n ts in a p p r a is a l o f C a lifo rn ia , s c h o o l s . ..................................................... .............

292

Ix L IS T OP TABLES NUMBER I II III IV V VI

V II V III IX X

XI X II

X III XIV XV

PAGE Ju ry P a r tic ip a tio n

i n P o l l o f E x p e rt O p in io n .

.

54

A n a ly sis of ju r y s c o re s f o r th e p a r t i c i p a t i o n i n c o m m u n ity a c t i v i t i e s b y s c h o o l p e r s o n n e l . .

57

A n a ly sis

61

of ju ry

sco res fo rp u b lic a tio n s

. . .

A n a ly sis of ju r y s c o re s f o r u n c l a s s i f i e d a c t i v i t i e s of th e sc h o o l « • • * • • • • • . •

63

A n a ly sis of p u p il a c t i v i t i e s in sc h o o l and c orn m u n ity * • • . « • « » . . ♦ . . * « * . . »

66

A n a ly s is of j u r y s c o re s f o r o rg a n iz e d g ro u p s o f p a r e n t s f u r t h e r i n g sc h o o l-c o m m u n ity r e l a ­ tio n s h ip . . .

69

A n a l y s i s o f j u r y s c o r e s f o r c o m m u n ity g r o u p s o rg a n iz e d b y th e s c h o o l • • • • • • • • • • • •

70

A n a ly sis of ju ry sc o re s f o r c e le b r a tio n of s p e c i a l w eeks a n d o c c a s io n s • • • • • • • . • •

72

A n a ly sis of ju ry sc o re s f o r sc h o o l p r o f e s ­ s io n a l o rg a n iz a tio n s • • • • • • • • • • # • •

74

A n a ly sis of ju r y sc o re s fo r e d u c a tio n a l p ro ­ g r a m s o f s e r v i c e c l u b s a n d c o m m u n ity women’ s o rg a n iz a tio n s • • • • • . . . • • ..................... • •

76

A n a ly sis of ju ry sc o re s f o r program o f c h u rc h g ro u p s

th e e d u c a tio n a l .......................... * *

78

A n a ly sis of ju ry sc o re s f o r th e e d u c a tio n a l p ro g ram o f c h a r a c t e r b u i ld i n g a n d w e lfa re o rg a n iz a tio n s • • • • • • • • • • . • . . « •

80

A n a ly sis o f j u r y s c o re s f o r th e e d u c a tio n a l p ro g ram o f g o v e rn m e n ta l g ro u p s ................................

82

A n a ly sis of ju r y sc o re s f o r th e e d u c a tio n a l p r o g r a m o f o t h e r c o m m u n ity g r o u p s * . . . • • •

83

A n a ly sis of ju ry sc o re s f o r th e e d u c a tio n a l program of b u s in e s s and i n d u s tr y • • • • • • •

85

X

PAGE A n a ly s is of e x p e r t o p in io n c o n c e rn in g b e s t so u rces of a p p ra is a l fo r p a r tic ip a tio n in c o m m u n ity a c t i v i t i e s b y s c h o o l p e r s o n n e l • * *

88

A n a ly sis of e x p e r t o p in io n c o n c e rn in g b e s t so u rces of a p p r a is a l fo r p u b lic a tio n s • • . •

91

A n a ly sis o f e x p e rt o p in io n c o n c e rn in g b e s t so u rces of a p p ra is a l fo r u n c la s s if ie d a c t i v i t i e s of th e s c h o o l •

92

A n a ly sis o f e x p e r t o p in io n c o n c e rn in g b e s t so u rces of a p p ra is a l fo r p u p il a c t i v i t i e s i n s c h o o l a n d c o m m u n ity . * ......................... . .

.

93

A n a ly s is of e x p e r t o p in io n c o n c e rn in g b e s t so u rc e s o f a p p r a i s a l f o r o rg a n iz e d grou ps o f p a r e n ts f o r f u r t h e r i n g sc h o o l-c o m m u n ity re la tio n sh ip • » • • • • • • • • • • • • • • «

95

A n a ly s is of e x p e r t o p in io n c o n c e rn in g b e s t s o u r c e s o f a p p r a i s a l f o r c o m m u n ity g r o u p s o rg a n iz e d by th e sc h o o l •

96

A n a ly s is of e x p e rt o p in io n c o n c e rn in g b e s t so u rc es of o p in io n f o r c e le b r a tio n of s p e c i a l w eeks a n d o c c a s io n s

•

97

A n a ly s is of e x p e rt o p in io n c o n c e rn in g b e s t so u rces of a p p ra is a l f o r sch o o l p ro fe s s io n a l o rg a n iz a tio n s * ............................... . . . . . . . .

99

A n a ly sis of e x p e r t o p in io n c o n c e rn in g b e s t so u rc es o f a p p r a is a l f o r th e e d u c a tio n a l p r o g r a m o f s e r v i c e c l u b s a n d c o m m u n ity women1s o r g a n i z a t i o n s • • « • • • • • • • * *

100

A n a ly sis o f e x p e rt o p in io n c o n c e rn in g b e s t s o u rc e s o f a p p r a i s a l f o r th e e d u c a ti o n a l program of c h u rc h g ro u p s . + • • • • • « • • •

101

A n a ly sis of e x p e r t o p in io n c o n c e rn in g b e s t so u rc e s of a p p r a is a l f o r th e e d u c a tio n a l p ro g ram o f c h a r a c t e r b u ild in g an d w e lfa r e o rg a n iz a tio n s

102

NUMBER XXVII

X X V III

XXIX

XXX

XXXI XXXII

X X X III

XXXIV XXXV XXXVI

XXXVII XXXVIII XXXIX XL

P4GE A n a ly sis of e x p e r t o p in io n c o n c e rn in g b e s t s o u rc e s o f a p p r a i s a l f o r th e e d u c a ti o n a l p ro g ram o f g o v e rn m e n ta l g ro u p s • • • • • • •

104

A n a ly s is o f e x p e r t o p in io n c o n c e rn in g b e s t so u rc es of a p p r a is a l fo r th e e d u c a tio n a l p r o g r a m o f o t h e r c o m m u n ity g r o u p s • • . • •

105

A n a ly s is o f e x p e rt o p in io n c o n c e rn in g b e s t so u rc e s of a p p r a is a l f o r th e e d u c a tio n a l p r o g r a m o f b u s i n e s s a n d i n d u s t r y .....................

106

Sum m ary o f t h e a n a l y s i s o f e x p e r t o p i n i o n c o n c e rn in g b e s t so u rc e s of a p p r a i s a l f o r p u b lic r e l a t i o n s a c t i v i t i e s • * • • • « • •

108

C o r r e l a t i o n s b e tw e e n J u r y S c o re s a n d M ille r S co res • • • « • • • *

.

1 10

C o r r e l a t i o n b e tw e e n J u r y S c o r e s a n d e ig h te e n p u b lic r e la tio n s a c t i v i t i e s r a n k e d by S h i r l e y •

112

S c a t t e r g r a m s h o w in g c o r r e l a t i o n b e t w e e n a v e ra g e s c o re s of th e P u b lic R e la tio n s E x p e rts and th e a v erag e s c o re s o f th e S ch o o l A d m in is tra to rs . . . . . . .....................

113

S t a t i s t i c a l a n a ly sis

of ju ro r-ite m -v o te s

. •

124

Ite m s d e l e t e d fro m th e R e v is e d A p p r a is a l F orm • • .................................................................................................1 2 5 S a m p lin g o f C a l i f o r n i a f o u r y e a r h i g h sc h o o ls a d m in is te re d as s e p a ra te d i s t r i c t s 194-8 - 1 9 4 9 . . . . . . . . . . . . . . . .

135

S chool p r in c ip a ls re sp o n d in g to A p p ra is a l F o rm •

138

C o u n ty s u p e r i n t e n d e n t s , t e a c h e r s a n d l a y p e o p l e r e s p o n d i n g t o A p p n a i s a l F o rm • • . Range o f s c o r i n g an d r a t i n g A verage s c o r e s an d r a t i n g s and sc h o o ls •

♦

141

c la s s ific a tio n s .

146

of in d iv id u a ls 14 9

x ii NUMBER X LI

X L II

X L III

PAGE A v erag e s c o r e s an d r a t i n g s of s c h o o ls a c c o r d i n g t o s i z e (Two s i z e c l a s s i f i ­ c a tio n s ) •

151

A verage s c o r e s an d r a t i n g s o f s c h o o ls a c c o rd in g to s i z e (P our s i z e c l a s s i f i ­ c a tio n s )

153

A v erag e a p p r a i s a l s c o r e f o r th e p a r t i c i p a ­ t i o n i n c o m m u n ity a c t i v i t i e s b y s c h o o l p erso n n el . . . . . . . . . . . . . . . . .

156

XLIV

A verage a p p r a i s a l s c o r e f o r p u b l i c a t i o n s

XLV

A v erag e a p p r a i s a l s c o r e f o r u n c l a s s i f i e d a c tiv itie s • • * . • • ..........................

160

A verage a p p r a i s a l s c o re f o r p u p i l a c t i v i ­ t i e s i n s c h o o l a n d c o m m u n ity . . . . . . . .

162

A verage a p p r a i s a l s c o r e f o r o r g a n iz e d g ro u p s of p a re n ts f u r t h e r i n g s c h o o lc o m m u n ity r e l a t i o n s •

164

A v e r a g e a p p r a i s a l s c o r e f o r c o m m u n ity g ro u p s o rg a n iz e d by th e sc h o o l * • • • • • •

166

A verage a p p r a i s a l s c o r e f o r th e c e l e b r a ­ t i o n o f s p e c i a l w eeks a n d o c c a s io n s • • • .

168

A v erag e a p p r a i s a l s c o r e f o r s c h o o l p r o f e s ­ s io n a l o rg a n iz a tio n s , . • • • « • • . • • •

17 0

A v erag e a p p r a i s a l s c o r e f o r th e e d u c a t i o n a l p r o g r a m o f s e r v i c e c l u b s a n d women1 s o rg a n iz a tio n s • • . « • • • • • • • • * • »

172

A v erag e a p p r a i s a l s c o r e f o r th e e d u c a t i o n a l program of c h a r a c t e r b u ild in g an d w e lfa re o rg a n iz a tio n s ............................... . . . . . . . .

173

A verage s .p p r a i s a l s c o r e f o r th e e d u c a t i o n a l program o f g o v e rn m e n ta l g ro u p s • • • . . . •

175

A v erag e a p p r a i s a l s c o r e f o r th e e d u c a ti o n a l p r o g r a m o f o t h e r c o m m u n ity g r o u p s • . • • •

17 6

XLVI X LV II

X L V III II L LI

L II

L III LIV

.

•

158

:iii >AGE A verage a p p r a i s a l s c o re f o r th e e d u c a t i o n a l p rogram of b u s in e s s and i n d u s t r y . . . . . . .

178

R esum e o f a v e r a g e a p p r a i s a l s c o r e - d i f f e r e n c e s b e t w e e n s c h o o l s a s sh ow n b y t o t a l s c o r e and su b s e c tio n s •

1 79

R esum e o f a v e r a g e a p p r a i s a l s c o r e - d i f f e r ­ e n c e s b e t w e e n s c h o o l s a s sh o w n b y p e r c e n t a g e of t o t a l sco re

182

Resum e o f a v e r a g e a p p r a i s a l s c o r e - d i f f e r ­ e n c e s a s show n b y t h e p e r c e n t a g e o f maximum w e ig h te d sc o re •

18 4

D if f e r e n c e s b e tw e e n s c h o o ls i n r a n k in g tw e n ty -fiv e h ig h e s t sc o red a c t i v i t i e s

186

• • • •

D if f e r e n c e s b e tw e e n s c h o o ls by s i z e an d p erso n n el •

19 5

D i f f e r e n c e s b e tw e e n s c h o o ls b y p o l i c y an d p r o v is io n s f o r program o f p u b lic r e l a t i o n s

. *

196

D i f f e r e n c e s b e t w e e n s c h o o l s b y c o m m u n ity r e s o u r e e s - new spapers and r a d i o • • • • • • • •

197

D i f f e r e n c e s b e t w e e n s c h o o l s b y c o m m u n ity r e s o u r c e s - s o u r c e s o f in c o m e • • • • • • • •

199

D i f f e r e n c e s b e t w e e n s c h o o l s b y c o m m u n ity reso u rce s - a sse sse d v a lu a tio n . « • • • • • *

20 1

D i f f e r e n c e s b e tw e e n a p p r a i s e r s - a v e ra g e s c o r e f o r a l l s c h o o ls by m ain s e c t i o n s • • . *

208

D iffe re n c e s in so u rces of a p p r a is a l c o r r e l a t i o n b e tw e e n s c o r e s an d r a t e s .

210

• . • .

D if f e r e n c e s b e tw e e n a p p r a i s e r s - c o m p a ra tiv e s c o re s of s u b -s e c tio n s fo r sm a ll sc h o o ls • .

•

21 2

D i f f e r e n c e s b e tw e e n a p p r a i s e r s - c o m p a ra tiv e p e rc e n ta g e s o f s u b - s e c tio n s f o r sm a ll s c h o o ls .

214

xiv NUMBER LXIX

LXX LXXI LXXII

LXXIIX LXXIV LXX7 LXXVI LXXVTI

PAGE D i f f e r e n c e s b e tw e e n a p p r a i s e r s - c o m p a r a tiv e s c o re s o f s e l e c te d a c t i v i t i e s f o r sm a ll sc h o o ls • • • • • . . . . . .

217

D i f f e r e n c e s b e tw e e n a p p r a i s e r s - c o m p a ra tiv e sco res of su b -s e c tio n s f o r la r g e sc h o o ls * •

220

D i f f e r e n c e s b e tw e e n a p p r a i s e r s - c o m p a ra tiv e p e rc e n ta g e s o f s u b - s e c tio n s f o r la rg e sc h o o ls

223

D i f f e r e n c e s b e tw e e n a p p r a i s e r s - c o m p a ra tiv e sc o res of s e le c te d a c t i v i t i e s fo r la rg e sc h o o ls

225

S ou rces of a p p r a i s a l s c h o o l a n d c o m m u n ity

227

te a c h e r a c t i v i t i e s

S ources of a p p r a i s a l - la y a c t i v i t i e s c o m m u n ity A p p ra is a ls

and r a tin g

in

i n th e

b y s c h o o l b o a r d m e m b e rs

229 231

S o u r c e s o f a p p r a i s a l - o c c u p a t i o n o f lay m en c o m p le tin g q u e s tio n n a ir e . . . . . . . . . .

233

S ources o f a p p r a i s a l - c l a s s i f i c a t i o n of th e o f f i c e o f c o u n ty s u p e r in te n d e n t of sc h o o ls p a r t i c i p a t i n g i n th e a p p r a i s a l • • . . . • •

235

L IS T OF FIGURES FIGURE 1 . G e o g ra p h ic d i s t r i b u t i o n o f th e t h i r t y .................................................... p a r t i c i p a t i n g sc h o o ls . .

PAGE

139

AN EVALUATION OF THE PUBLIC SCHOOL RELATIONS IN THE HIGH SCHOOLS OF SMALL C IT IE S AND RURAL COMMUNITIES OF CALIFORNIA

CHAPTER I THE PROBLEM Im p o rta n c e o f th e p ro b le m # e m p h a s i s h a s b e e n sh o w n d u r i n g of p u b lic

school re la tio n s #

In c re a s e d i n t e r e s t and

th e p a s t decade in

th e f i e l d

T he w h o le f i e l d , r e l a t i v e l y new

as f a r as re c e iv in g a s e p a ra te

p la c e

in p u b lic

s c h o o l a d m in ­

i s t r a t i o n , h a s sh o w n m a r k e d g r o w t h d u r i n g t h e p a s t t h i r t y y ears#

To b e s u r e ,

p u b lic -re la tio n a c tiv itie s , as

c o n s id e re d to d a y , have been p r e s e n t in th e p u b lic

th e y a re sc h o o ls

o f A m erica f ro m th e e a r l i e s t d a y s o f s u c h i n s t i t u t i o n s # S c h o o ls h ave b een th e c e n te r

o f c o m m u n ity l i f e #

T he t e a c h e r

w as a v e r y i m p o r t a n t p a r t i n t h e c o m m u n i t y , a n d s h e was k n o w n by a ll* th e

T he s c h o o l i t s e l f was t h e r e s u l t

c o m m u n ity #

by th e c i t i z e n s .

o f th e p e o p le of

T h e p u r p o s e s o f t h e s c h o o l w e re u n d e r s t o o d T he p r o d u c t o f t h e s c h o o l was w e l l known#

T he r a p i d g r o w t h o f t h e p u b l i c

s c h o o ls , th e c e n t r a l i ­

z a t i o n o f th e pow ers o f t h e g o v e r n in g b o d i e s , w h e th e r l o c a l , s ta te ,

or n a tio n -w id e

tra in e d e x p e rts

in scope,

in th e f i e l d

t h e e m p lo y m e n t o f s p e c i a l l y

of school a d m in istra tio n , a l l

h a v e h a d a t e n d e n c y t o so m e w h a t d i v o r c e

th e p u b lic s c h o o ls

fro m th e p u b lic

pace

s a lity

its e lf#

of e d u c a tio n ,

T he q u i c k e n e d

to g e th e r w ith th e

of th e u n iv e r ­

in c re a se

of p o p u la tio n

I n A m e r i c a , i d e a l l y s h o u l d h a v e b r o u g h t m o re p e o p l e i n t o u c h w ith th e sc h o o ls

th e m se lv e s.

T h is c o n t a c t h o w e v er becam e a

m o re i n d i r e c t

o n e , l a r g e l y due t o

th e m s e lv e s w ere l a r g e

a n d b e c a m e m o re a n d m o re a p l a c e

e d u c a te c h ild r e n and l e s s D u rin g t h i s

th e f a c t t h a t th e s c h o o ls to

a n d l e s s a c o m m u n ity c e n t e r .

t i m e t h e e d u c a t o r s g r a d u a l l y saw a l s o

n eed to b ro ad e n th e scope of th e s c h o o l. a d d e d a s n ew a im s w e r e a d o p t e d f o r a n d c o u r s e s w ere n o t r e a d i l y

th e

New c o u r s e s w e r e

th e s c h o o l.

T h e se a im s

u n d e rs to o d by th e c i t i z e n s

of

t h e c o m m u n ity who h a d n o t t h e m s e l v e s h a d an. o p p o r t u n i t y t o e x p e rie n c e

t h e i r m e a n in g .

T he s c h o o l s

o b serv ed th a t in p r iv a te b u s in e s s p r o f i t s

w e r e d e p e n d e n t on t h e g o o d w i l l o f t h e p u b l i c . b a s e d on a s o u n d p u b l i c r e l a t i o n s

pro gram .

G o o d w i l l w as

T hose en g ag ed i n

s c h o o l w ork th u s r e c o g n i z e d t h e n e e d s f o r p u b l i c tio n s

as su c h , b e ca u se th e

S in c e

th e p e o p le w ere th e

e n title d

school r e la ­

sc h o o ls b e lo n g e d to th e p e o p le . ow ners i n

th is b u sin e ss,

t h e y w ore

t o be in fo rm e d c o n c e rn in g th e sam e.

T he s c h o o l s w e r e e s t a b l i s h e d b y t h e p e o p l e , t h e y a r e f i n a n c e s by th e p e o p le , a n d th e y b e lo n g t o th e p e o p le . The p e o p l e a r e , t h e r e f o r e , e n t i t l e d t o r e g u l a r a n d t r u t h ­ f u l in f o r m a tio n c o n c e rn in g th em . A l l th e p e o p le a r e s to c k h o ld e rs in th e sc h o o l e n te r p r is e and th e y have th e sam e r i g h t t o b e k e p t i n f o r m e d c o n c e r n i n g t h e i r i n v e s t ­ m ent a s h av e s t o c k h o ld e r s i n p r i v a t e b u s i n e s s . To p r o ­ v id e t h i s in f o r m a tio n i s an o b l ig a t io n o f s c h o o l o f f i c i a l s an d e m p lo y e e s.^ R e c o g n itio n of p u b lic r e l a t i o n s

fie ld .

S e e in g

th e

^ W ard G . R e e d e r , An I n t r o d u c t i o n t o P u b l i c - S c h o o l R e l a t i o n s (New Y o r k : T he M a c M i l l a n C o m p an y , 1 9 4 0 ) p . 4 .

3 need to c lo s e

th e g a p b e tw e e n

th e s c h o o l a n d th e p u b l i c ,

s c h o o l p e o p le b eg an a program o f p u b lic D u rin g th e e a r l y r e c o g n i t i o n re la tio n s lic ity .

a c tiv itie s

sc h o o l r e l a ti o n 's .

of th is need,

w e r e m o re i n

th e p u b lic

th e 'f i e l d

school

of school pub­

P ro m s c h o o l p u b l i c i t y , w h i c h w as p r i m a r i l y n e w s p a p e r

p u b lic ity ,

e d u c a t o r s becam e aw are o f th e im p o r ta n c e

a g e n c i e s a n d m ed ia a v a i l a b l e I t w as i n

th e

la tte r

p u b lic r e l a t i o n s

to th e f i e l d

p a r t of th e

of o th e r

of p u b lic r e l a t i o n s .

t w e n t i e s w hen t h e f i e l d

of

cam e i n t o f o r m a l e x i s t e n c e .

I t came I n t o f o r m a l e x i s t e n c e w i t h t h e p u b l i c a t i o n o f A r t h u r B . M o e h lm a n is b o o h e n t i t l e d P u b l i c S c h o o l R e l a ­ t i o n s . T h i s p i o n e e r v o lu m e came o f f t h e " " p r e n l T T n and * Im me'dia t e l y o p e n e d a new a r e a o f a d m i n i s t r a t i v e a c t i v i t y . P r i o r t o t h a t t i m e s p o r a d i c e f f o r t s h a d b e e n m ade b y a num ber o f i n d i v i d u a l s t o e m p h a siz e th e Im p o rta n c e o f i n t e r p r e t i n g t h e s c h o o l s t o t h e p u b l i c t h r o u g h t h e m ed iu m of th e p r e s s . 4 s c o m m e n d a b le a s t h e s e e f f o r t s w e r e , t h e y d e a l t a lm o s t e x c l u s i v e l y w ith a n arro ?/ segm ent o f th e p u b lic r e l a t i o n s f i e l d and f a i l e d to ta k e in to a c c o u n t t h e m any p r o b l e m s i n v o l v e d I n t h i s p h a s e o f a d m i n i s t r a ­ tio n . 2 The m e a n i n g o f p u b l i c r e l a t i o n s

t h e n w as a l i m i t e d o n e ,

e s p e c i a l l y when c o m p a r e d ? d .th m ore r e c e n t c o n c e p t s term .

P u b lic

school r e la tio n s

was s t i l l

o f th e

c o n s i d e r e d Ha s

o rg a n iz e d f a c t u a l in f o r m a tio n a l s e rv ic e f o r th e purpose of k e ep in g

th e p u b lic

in fo rm e d of i t s

e d u c a tio n a l

2 L e s l i e W. K i n d r e d * ttI n t r o d u c t i o n * * , P u b l i c R e l a t i o n s I n S e c o n d a r y S c h o o l , The B u l l e t i n , ( W a s h i n g t o n ; N a tio n a l S S ' s o c i a t i o n ojf S e c o n d a r y S c h o o l P r i n c i p a l s o f t h e R a t i o n a l E d u c a tio n A s s o c ia tio n ) 32; 11, F e b ru ary , 1948.

4 p r o g r a m . 113 T he d e p r e s s i o n y e a r s c la m o r f o r

th e r e d u c tio n

c u rta ilm e n t dem anded. th e ir

of su b je c ts

of th e

th irtie s

b r o u g h t on p u b l i c

of e d u c a tio n a l e x p e n d itu re s. c la s s e d as fad s and f r i l l s

T he

was

S p e c i a l i n t e r e s t g r o u p s a n d p r e s s u r e g r o u p s m ade

in flu e n c e f e l t

on t h e p u b l i c

s c h o o l sy ste m .

P e rp le x e d ,

sc h o o lm e n s o u g h t s u p p o r t f o r e d u c a t i o n fro m p a r e n t s a n d c itiz e n s

o f t h e c o m m u n ity .

th e sc h o o l and i t s

N e v e rth e le s s , th e purp o ses

in stru c tio n a l

p o lic ie s

and

of

p ro g ra m s w ere

n o t a d e q u a te ly u n d e rsto o d . The p e o p l e w e r e n o t o n l y u n i n f o r m e d a b o u t t h e s c h o o l s a n d w hat th e y s t o o d f o r in A m erican l i f e , b u t th e t e a c h ­ e rs a ls o fo u n d i t d i f f i c u l t to answ er s im p le , f a c t u a l q u e s t i o n s a b o u t th e o p e r a t i o n o f th e v e r y sy s te m s i n w h ic h th e y t a u g h t . I t w as n a t u r a l f o r t h e p u b l i c t o f a v o r an econom y p r o g r a m .^ As a r e s u l t o f th e e x p e rie n c e d u rin g y ears,

school a u th o ritie s

be won.

le a rn e d t h a t p u b lic

I t w as e v i d e n t t o t h o s e

istra tio n

th e se d e p re ss io n

in ch arg e

c o n fid e n c e m ust

of s c h o o l a d m in ­

t h a t s u p p o r t c o u l d n o t b e e x p e c t e d b y p e o p l e who

d id n o t u n d e r s ta n d th e p u rp o se s an d program o f th e s c h o o l. Many m ed iu m s w e r e u s e d t o b r o a d e n t h e k n o w l e d g e o f t h e c o m m u n ity c o n c e r n i n g i t s

Y ork:

sc h o o ls.

T he n a r r o w e r p r o g r a m o f

3 A r t h u r B . M o e h lm a n , P u b l i c S c h o o l R e l a t i o n s , R a n d M c N a ll y a n d C o m p a n y , 192T J pT 4 . 4 L e s l i e W. K i n d r e d , Op. C i t .

t

p. 11.

(he?/

5 p u b l i c - s c h o o l - r e l a t i o n s now b e c a m e one o f e d u c a t i o n a l i n t e r ­ p re ta tio n

or s o c ia l i n t e r p r e t a t i o n .

a tw o - w a y f l o w , n a m e l y ,

T h is

i n a s e n s e b e ca m e

th e flo w of in f o r m a tio n

t i o n a l p erfo rm an ce an d n eed to

of in s titu ­

th e p e o p le , an d an aw aren ess

b y t h e s c h o o l o f c o m m u n ity o p i n i o n . S o c i a l i n t e r p r e t a t i o n f o r t h e s c h o o l s m ay b e c o n ­ s i d e r e d a s th o s e i n s t i t u t i o n a l a c t i v i t i e s w h ich k e e p th e i n s t i t u t i o n a w a r e o f c o m m u n ity o p i n i o n a n d n e e d s a n d k eep th e p e o p le in fo rm e d o f th e p u rp o s e , v a lu e , c o n d i­ t io n s , and needs o f p u b lic e d u c a tio n . In i t s fu n c tio n ­ a l a s p e c t s t h e r e i s a m inim um o f p r o p a g a n d a i n t h e i n t e r ­ p re ta tiv e p ro cess. I t i s an e th i c a l a tte m p t to m a in ta in th e i n s t i t u t i o n c lo s e to th e p e o p le th ro u g h t h e i r u n d e r­ sta n d in g and a p p r e c ia tio n .5 P e e lin g re la tio n s

is

t o d a y t h a t th e w h o le f i e l d

fu rth e r in

of p u b lic

n e e d o f a d v a n c e m e n t, e d u c a t i o n a l

le a d e rs a re p ro p o sin g a c lo s e r r e l a t i o n s h i p in te rp re ta tio n . seem s t o f i t

school

th an t h a t of

The te r m h o m e - s c h o o l- c o m m u n ity r e l a t i o n s

th e d e s c r ip tio n

of th e a c t i v i t i e s

in

t h i s new er

c o n c e p t. T h u s, h o m e -sc h o o l-c o m m u n ity r e l a t i o n s s h o u ld f i n a l l y b e co m e a c o o p e r a t i v e e n t e r p r i s e , a n d i s s o c o n c e i v e d . I t m ig h t be d e f i n e d a s th e d ev elo p m e n t o f th o s e r i g h t f u l r e l a t i o n s h i p s w h i c h s h o u l d e x i s t b e t w e e n t h e home a n d t h e s c h o o l on t h e o n e h a n d , a n d b e t w e e n t h e s c h o o l a n d t h e c o m m u n ity o n t h e o t h e r w h e r e t h e e d u c a t i o n a l a n d s o c i a l w e l f a r e o f c h i l d h o o d a n d y o u t h i s c o n c e r n e d . Homes c h o o l - c o m m u n i t y r e l a t i o n s a r e c o n c e r n e d n o t O n ly w i t h th e m a in te n a n c e of th e s e r i g h t f u l r e l a t i o n s h i p s , b u t a l s o w i t h t h e m e a n s o f b r i n g i n g th e m a b o u t . They c o n c e rn r e l a t i o n s h i p s each w ith th e o th e r , as i n s t i t u t i o n s , as g ro u p s, or as in d iv id u a ls . Indeed a l l r e la tio n s h ip s of

Y o rk :

5 A r t h u r B . M o e h lm a n , S o c i a l I n t e r p r e t a t i o n , £>. A p p l e t o n - C e n t u r y C o m p a n y , 1 9 3 8 } p . 2 5 .

(Hew

6 t h i s c h a r a c t e r may b e s a i d t o b e hum an r e l a t i o n s h i p s * Thus d e f i n e d , th e m e a n in g i s b r o a d e r t h a n t h a t o f c o n v e y i n g i n f o r m a t i o n , a l t h o u g h t h e m ea n s o f c o n v e y i n g in f o r m a tio n s h o u ld be p r e s e n t . I t i s b ro a d e r th a n i n t e r p r e t a t i o n , a l t h o u g h th e m eans o f e d u c a t i o n a l i n t e r ­ p r e t a t i o n s h o u ld be p r e s e n t . T he h e y n o t e may b e s a i d t o b e c o o p e r a t i v e e n d e a v o r among a l l c o n c e r n e d i n t h e e d u c a t i o n a l a n d s o c i a l i n t e r e s t s o f c o m p le te c h i l d w e l f a r e d u r i n g t h o s e y e a r s w h en h e i s w i t h i n t h e s p h e r e of p u b lic sc h o o l d ir e c tio n and i n f lu e n c e .6 H eed f o r p u b l i c r e l a t i o n s .

It

is an o b lig a tio n

of

th e s c h o o l to u n d e r s ta n d th e n e e d f o r good p u b lic r e l a t i o n s . T h is n eed in c r e a s e s tio n s .

w ith th e b ro a d e r c o n c e p t o f p u b lic r e l a ­

E sp e c ia lly is

th is

tru e

in a d e m o c ra tic c o u n tr y ,

w i t h a n e d u c a t i o n a l s y s t e m b a s e d on a d e m o c r a t i c p h i l o s o p h y . C h a n g i n g c o n c e p t i o n s o f t h e home a n d i t s l i v i n g p a tt e r n t h r u s t upon th e sc h o o l th e need and r e s p o n s i­ b i l i t y f o r m o ld in g , a d a p t in g , an d e d u c a tin g th e y o u th of th e n a tio n a lo n g l i n e s o f an a c c e p te d d e m o c r a c y . ' S c h o o ls

o p e ra tin g

on d e m o c r a t i c

p rin c ip le s

r e q u i r e (1 ) p a r t i c i p a t i o n by th e p e o p le , (2 ) an e x p r e s s io n of a p p ro v a l or d is a p p ro v a l by th e p e o p le , and (3 ) m o d ific a t i o n s of i n s t i t u t i o n a l p r a c t i c e i n te rm s o f th e e x p r e s s e d w i s h e s o f a n i n t e l l i g e n t l y i n f o r m e d p e o p l e *8 The n a t u r e

of th e needs f o r p u b lic -s c h o o l r e l a t i o n s

8 W i l l i a m A . Y e a g e r , Home- S c h o o l - C o n m m n i t y R e l a t i o n s , (P itts b u rg h : U n i v e r s i t y o f P i t t s b u r g h P r e s s , "1^39) p . 4 . 7 I b i d P» Ja m es A . V an Z w o l l , n The n e e d f o r p u b l i c r e l a t i o n s 11 P u b l i c R e l a t i o n s i n S e c o n d a r y , . S c h o o l s , The B u l l e t i n , ( W a s h - , i n g t o n : N a tio n a l'T J s s b 'c ia k io n o f S ec o n d a ry - S c h o o l " f t ? i n c i p a ls of th e R a tio n a l E d u c a tio n A s s o c ia tio n ) 32: 2 2 -23 F e b ru a ry 1948.

7 have been c l a s s i f i e d

in to

t h e f o l l o w i n g c a t e g o r i e s by

Y aeger a.

n eed f o r in fo rm a tio n p ro p e rly in te r p r e te d co n cern ­ in g t h e n a t u r e a n d w o rk o f t h e p u b l i c s c h o o l ;

b.

need fo r c la rify in g sc h o o l;

c.

n eed fo r e s t a b l is h i n g p ro p e r b a se s f o r th e d e v e lo p ­ m ent o f th e c o o p e r a tiv e p r i n c i p l e in h o m e -sc h o o lc o m m u n ity r e l a t i o n s ;

d.

n e e d f o r m ak in g a v a i l a b l e a d e q u a te s c h o o l o p p o r ­ t u n i t i e s and f a c i l i t i e s fo r a l l c h ild r e n , and th e i r su p p o rt;

e.

n e e d f o r b e t t e r c o m m u n ity r e l a t i o n s a n d a p r o g r a m g ro w in g o u t o f t h e w id e r u s e o f s c h o o l p r o p e r t y f o r c o m m u n ity p u r p o s e s ;

f.

n e e d f o r c l o s e r u n d e r s t a n d i n g o f c h a n g in g hom e, s c h o o l , a n d c o m m u n ity p a t t e r n s h a v i n g e d u c a t i o n a l s ig n if ic a n c e , w ith a p h ilo so p h y , p o lic y , and co­ o p e r a tiv e program d e v e lo p e d d e f i n i t e l y to b rin g ab o u t th is c lo s e r u n d e rsta n d in g ; and

g.

n eed f o r th e p r e s e r v a tio n T hese c a t e g o r i e s

th a t th e re tio n s .

a ttitu d e s

t o w a r d s t h e p u b l i c —•

o f dem ocracy*

e sta b lis h ra th e r

c le a rly

th e f a c t

i s n e e d f o r an a d e q u a te p ro g ram of p u b l ic r e l a ­

They f u r t h e r p o i n t o u t t h a t t h e r e

w h ic h w i l l s o l v e

th e p ro b le m ,

i s no s in g l e n e e d * ^

b u t t h a t t h e r e a r e a num ber o f

n e e d s , w h i c h i n e s s e n c e m ak e u p t h e t o t a l p u b l i c r e l a t i o n s pro g ram .

T hese n e ed s a r e

c la rific a tio n ,

in

th e a re a

or c o o p e ra tio n ,

of in te r p r e ta tio n and

of e x te n sio n of sch o o l

s e r v ic e s , and of c lo s e r u n d e rsta n d in g

o f c h a n g in g hom e, s c h o o l ,

9 W i l l i a m A . Y e a g e r , Op. G i t . p p . 6 - 12

and e d u c a tio n a l p a tte rn s * S ta te m e n t o f p ro b le m * 4 s a r e s u l t e v o lv in g pro g ram i n p u b lic r e l a t i o n s , and sch o o l o f f i c i a l s

of th is

g ro w in g a n d

school a d m in is tra to rs

have s p e n t an i n c r e a s i n g am ount o f tim e ,

a n d e f f o r t i n , a n d d i r e c t e d f i n a n c i a l s u p p o r t t o th e p ro g ram of p u b lic r e la tio n s * b e e n em p lo y ed i n

S p e c ia lists

in p u b lic r e l a ti o n s

An i n c r e a s i n g num ber o f

la rg e c itie s *

fo rm al as w e ll as in fo rm a l b u l le t in s , and fo rm have b e en is s u e d o f th e s c h o o l a t w ork. stu d e n t p u b lic a tio n s ,

have

in in te r e s tin g

sty le

t o t e l l a sim p le a n d d ra m a tic

M uch m o re a t t e n t i o n

sto ry

i s b e in g g iv e n to

sch o o l e x h ib its , and stu d e n t a c t i v i t i e s

to w h ic h th e p u b lic i s

in v ite d ,

because

of t h e i r v a lu e fro m

th e s ta n d p o in t o f s c h o o l i n t e r p r e t a t i o n . T h is i n c r e a s e d i n t e r e s t a n d a c t i v i t y of p u b lic -s c h o o l-re la tio n s th ro u g h o u t a l l s c h o o ls .

is

n o t how ever e v id e n c e d u n ifo rm ly

Nor c a n i t b e s t a t e d t h a t n e e d f o r

p u b lic r e l a t i o n s m u st be u n ifo rm * p e c u lia r

to th e ir

siz e ,

in th e f i e l d

L arg e c i t i e s h av e p ro b lem s

in d u s trie s ,

and p e o p le s .

c o m m u n itie s m ust m e e t d i f f e r e n t p ro b lem s*

S m a ll

P u b lic r e l a t i o n s

p r o g r a m s i n l a r g e c i t i e s m ay f i n d n e e d f o r e m p h a s i s i n d i r e c t i o n , u s in g c e r t a i n m e d ia .

In c o n tr a s t ,

one

o th e r te c h ­

n i q u e s a s w e l l a s a v e n u e s may b e m uch m o re e f f e c t i v e sm a ll c i t i e s . 4 num ber o f s t u d i e s w h ic h a r e r e f e r r e d t o

in th e

e l s e w h e r e * ^ h a v e b e e n m ade i n s e v e r a l .p h a s e s o f t h e f i e l d o f p u b lic

school r e la tio n s .

to c e r ta in

These s t u d i e s

phases of th e f i e l d .

have been lim i te d

H e a rly a l l

of th e i n v e s t i ­

g a ti o n s h ave d e a l t w ith th e p ro g ram o f p u b lic r e l a t i o n s as th e te rm c o n c e rn s l a r g e r stu d ie s fu ll

sc h o o ls and c i t i e s .

Q u e stio n n a ire

s o u g h t f r e q u e n t l y t o c o n s i d e r s u c h a r e a s i n w h ic h

tim e p u b l ic r e l a t i o n s

m en ts h av e b e e n c a r r i e d

e x p e r t s w ere e m p lo y e d .

on i n l a r g e

c itie s .

E x p e ri­

I n t e r v i e w s m ade

by s tu d e n ts

o f p u b lic r e l a ti o n s

w ith sc h o o l s u p e rin te n d e n ts

and e x p e rts

In p u b lic r e l a t i o n s

have u s u a l ly b een l i m i t e d to

c itie s te s ts

o f m o re t h a n 5 0 , 0 0 0 p o p u l a t i o n .

O p in io n p o l l s a n d

o f p e o p l e f s k n o w le d g e o f t h e p u b l i c

sch o o l have a ls o

been c a r r ie d

on, b u t a g a in in u rb an a r e a s .

th is ,

e v id e n c e

little

se h o o l-re la tio n s Many o f t h e s e a c tiv itie s It

Is a v a ila b le

In c o n tr a s t to

o f p ro g ram s

in sm a ll r u r a l c i t i e s

of p u b lic -

a n d c o m m u n itie s .

sc h o o ls have been c a rry in g

on e x c e l l e n t

of p u b lic r e l a t i o n s . is

th e p u rp o se

of th is

in v e s tig a tio n

th e re fo re

to

d e t e r m i n e w h a t d e v i c e s a r e b e i n g u s e d , how t h e y a r e a d m i n ­ iste re d , fo llo w e d *

and w hat p o l ic i e s re g a r d in g p u b lic r e l a t i o n s a re The p r o b l e m m ay t h e n b e s t a t e d a s :

of th e p u b lic c itie s

school re la tio n s

in

th e h ig h sc h o o ls

a n d r u r a l c o m m u n itie s o f C a l i f o r n i a .

10 I n f r a

- See C h a p te r I I

an e v a lu a tio n of sm a ll

The f o l l o w i n g

q u e s tio n s have been c o n sid e re d in

th e

tre a tm e n t of th is

su b je c t * 1#'

W hat a c t i v i t i e s

o f sc h o o l p u b lic r e l a t i o n s

can be

m easu red o b je c tiv e ly ? 2#

W hat r e l a t i v e a c tiv itie s

3m

4m

u n d e r o p tim u m c o n d i t i o n s ?

W hat g r o u p s a p p ra ise

v a lu e can be a s s ig n e d to each o f th e s e

o f p e o p le a r e

in

th e b e s t p o s i t i o n

th e sc h o o l?

How a r e C a l i f o r n i a h i g h s c h o o l s a p p r a i s e d i n of th e

to

o p tim u m v a l u e

of th o se a c t i v i t i e s

term s

w h ic h can

be o b j e c t i v e l y m easured? 5*

W hat d i f f e r e n c e ^ i n found in

6m

sc h o o ls

p u b lic r e l a t i o n s

of d iffe re n t

W hat d i f f e r e n c e s a r e by d i f f e r e n t g ro u p s

are

siz e s?

o b s e r v e d i n a p p r a i s a l s m ade o f p e o p le ?

7m

W hat i m p l i c a t i o n s m ay b e d ra w n f r o m t h e s e f i n d i n g s ?

8.

W hat r e c o m m e n d a t i o n s m ay b e s u g g e s t e d t o s c h o o l a d m in istra to rs

in ch arg e

w h i c h m ay h e l p

th e m b e t t e r

th e ir

of sc h o o l-p u b lic r e l a t i o n s , t o e v a l u a t e a n d im p ro v e

own p r o g r a m ?

D e lim ita tio n to

a c tiv itie s

th e e v a lu a tio n

of th e s tu d y #

The s t u d y w as d e l i m i t e d

of p u b lic r e la tio n s

in s e le c te d f o u r - y e a r h ig h sc h o o ls c o m m u n itie s o f C a l i f o r n i a

p ro g ram a n d a c t i v i t i e s

o f sm a ll c i t i e s

and r u r a l

e a c h o f w h i c h was a d m i n i s t e r e d a s

11 a se p a ra te prog ram *

school d is tr ic t* T h is l i m i t a t i o n

e x c lu siv e

of any a d u lt e d u c a tio n

th u s e x c lu d e d fro m th e s tu d y any

s c h o o l w h i c h m ay b e a b r a n c h h i g h s c h o o l w i t h som e o t h e r h i g h s c h o o l , a n y h i g h s c h o o l w h i c h may i n c l u d e e i t h e r a ju n io r h ig h sc h o o l or ju n io r c o lle g e jo in t a d m in istra tio n ,

or u n if ie d

h a v e e l e m e n 't a r y s c h o o l s

e am p u s

or c i t y d i s t r i c t s

in c lu d e d in

B a sic a s s u m p tio n s ♦

on i t s

or u n d er w h i c h m ay

th e d i s t r i c t .

S e v e r a l a ssu m p tio n s h av e b een

m ade w h i c h a p p e a r r e a s o n a b l e a s a b a s i s f o r

th is

in v e s tig a ­ /

tio n .

f

F i r s t , a g o o d c o o p e r a t i v e r e l a t i o n s h i p b e tw e e n th e

s c h o o l and th e p u b lic

c a n b e s t e x i s t w here t h e r e

u n d e r s t a n d i n g b e tw e e n th e s c h o o l a n d c o m m u n ity . u n d e rsta n d in g

im p lie s

is

a m u tu a l

T h is, m u tu a l

t h a t th e p u b lic h as b een w e ll in fo rm e d

t h r o u g h a n o r g a n i z e d e f f o r t on t h e p a r t o f t h e s c h o o l , a n d se c o n d ly th a t th e s c h o o l in o p in io n a s e x p re s s e d in

tu r n m ust p r o p e r ly gauge p u b lic

la y p a r tic ip a tio n

in sc h o o l p la n n in g

and in sch o o l a c t i v i t i e s . S e c o n d ly ,

th e p r in c ip le s

a r e b e c o m in g e s t a b l i s h e d .

o f th e m i n

th is

stu d y .

of sound p u b lic r e l a t i o n s

f o r sc h o o ls p u b lic r e l a t i o n s

as in

o f th e m a r e p e c u l i a r l y i m p o r t a n t i n A lis tin g

S

Ho a t t e m p t h a s b e e n m ade t o

p re se n t a d e ta ile d a n a ly sis m an y o f t h e p r i n c i p l e s

of s c h o o l .p u b lic r e l a t i o n s

of th e se p r in c ip le s

is

W h il e

are s im ila r

o th e r e n te r p r is e s , th e a re a

g iv e n in

c e rta in

o f th e fo rm e r.

t h e T w e n ty E i g h t h

Y e a rb o o k o f t h e A m e ric an A s s o c i a t i o n A d m in is tra to rs.

nS o u n d s c h o o l p u b l i c r e l a t i o n s m u s t b e

ho n est in in te n t, c h a ra c te r,

p o sitiv e

se n sitiv e

to

i n a p p ro a c h , c o m p reh e n siv e in

th e p u b lic s

i n m e a n in g a n d c o n c e p t . T h e s e p rin c ip le s

fo r p u b lic r e l a ti o n s

as h ere used r e f e r s

in

te rm r a t h e r

th a n i t s

to

lim ite d u se .

c o n c e rn e d , and sim p le

have been a c c e p te d as b a s ic

M e a n in g o f p u b l i c r e l a t i o n s . re la tio n s

of S chool

th is

stu d y .

The d e f i n i t i o n

t h e b r o a d e r m e a n in g o f t h a t C e rta in ly i t

tw o - w a y f l o w o f u n d e r s t a n d i n g a n d p a r t i c i p a t i o n . re la tio n s

o f p u b lic

im p lie s a By p u b l i c

i s m eant

t h o s e a c t i v i t i e s a n d r e l a t i o n s h i p s w h ic h a i d i n th e e d u c a t i o n a l p ro g ram a n d l e a d to u n i t i n g ( t h e hom e), t h e s c h o o l , a n d c o m m u n ity r e s o u r c e s f o r t h e p r o m o t i o n of th e e d u c a tio n a l w e lfa re o f th e c h il d r e n • ' Such te rm s a s p u b l ic r e l a t i o n s ,

p u b l i c - s c h o o l - r e l a t i o n s , home * sc h o o l-c o m m u n ity r e l a t i o n s have b e e n u s e d in te r c h a n g e a b l y . P ro ced u re.

The p r o c e d u r e

of th is

stu d y c o n s is te d

of

fo u r b ro ad s te p s .

11 w p ^ x i c R e l a t i o n s f o r A m e r i c a ^ S c h o o l s , n Tw enty E i g h t h Y ea rb o o k A m erican A s s o c i a t i o n o f S c h o o l A d m l n T s t r a t o r s T # a s h T n g T o n ^ T ” CTi The’ “Ass o c i a t i o n , T^50T~pT""*l7 "~ ^ J o h n M. H i c k e y . The D i r e c t i o n o f P u b l i c S c h o o l R e la tio n s in C itie s of th e h o c t o r 1s D ls s e r t a t T o n , ' O n i v e r s i t y o f ^ F T F t s b u r g h , P i t t s b u r g h , 1 9 4 5 ) p . 17

The l i t e r a t u r e

in

th e f i e l d

t i ' o n s was e x a m i n e d . a c tiv itie s

of p u b lic

F ro m i t w e r e l i s t e d

and p r a c tic e s

in p u b lic

w h ic h a p p a r e n t l y l e n t th e m s e lv e s

^

school r e la th o se

school re la tio n s

to o b je c tiv e

m e a su re m e n t*

These a c t i v i t i e s

w e r e t h e n p l a c e d on

a check l i s t ,

so t h a t e a c h c o u ld be s e p a r a t e l y r a t e d

or e v a lu a te d * S

T h e c h e c k - l i s t was t h e n s e n t t o a j u r y o f e x p e r t s , who e v a l u a t e d e a c h o f t h e s e a c t i v i t i e s a s s ig n in g v a rio u s w e ig h ts th e ir e ffe c tiv e n e ss o f th e sc h o o l*

in

th e a n a ly s is

t o th e m i n r e l a t i o n s h i p

th e p u b lic r e l a ti o n s

The j u r y a l s o i n d i c a t e d

o f p e o p l e who w e r e i n each a c tiv ity .

or p ra c tic e s ,

th e b e s t p o s itio n

to

p ro g ram

th e g ro u p s to a p p ra is e

The r e t u r n s w e r e t a b u l a t e d a n d f r o m

o f th e m a S c h o o l - P u b l i c - R e l a t i o n s

A p p r a i s a l F o rm w as d e v e l o p e d on w h i c h w e r e l i s t e d th e v a rio u s

p u b lic r e l a t i o n s a c t i v i t i e s *

E a c h a c t i v i t y w as g i v e n a maximum w e i g h t e d s c o r e . T h i s s c o r e was d e t e r m i n e d f r o m t h e th e

ju ry *

ta b u la tio n s

of

T h e A p p r a i s a l F o rm p r o v i d e d s p a c e w h e r e

th e r e l a t i v e

p u b lic r e l a t i o n s

v a lu e

of th e a c t i v i t y

l i s t e d m ig h t be r a t e d i n r e l a t i o n s h i p

to

t h e maximum

w e ig h te d s c o r e . T h ir ty h ig h sc h o o ls o f C a lif o r n ia

w ere s e l e c t e d f o r

/

14 stu d y and a p p r a is a l of t h e i r r e s p e c tiv e lic

re la tio n s

p ro g ram .

sc h o o l-p u b ­

T he s e l e c t i o n w as b a s e d on

a sa m p lin g a c c o rd in g t o s i z e an d l o c a t i o n sc h o o l.

The A p p r a i s a l F o r m ,

q u e s t i o n n a i r e , was s e n t t o

o f th e

to g e th e r w ith a s h o rt

th e p r i n c i p a l

of each

o f t h e s c h o o l s , w i t h a r e q u e s t t h a t h e m ak e a n a p p r a i s a l o f th e s c h o o l an d c o m p le te th e q u e s t i o n ­ n a ire . c ip a ls

The q u e s t i o n n a i r e a s c o m p l e t e d b y t h e p r i n ­ th e n l i s t e d

th e nam es o f t h r e e

each re sp o n d in g sc h o o l and f iv e

te a c h e rs

of

la y m en -fro m th e

c o m m u n i t y , whom t h e p r i n c i p a l c o n s i d e r e d c o m p e t e n t t o m ake a s i m i l a r a p p r a i s a l o f t h e s c h o o l .

An

A p p r a i s a l F o rm a n d a s e c o n d s h o r t q u e s t i o n n a i r e w as s e n t to each p e rso n so l i s t e d , w ith a r e q u e s t t h a t each a p p ra ise

th is

phase

of th e s c h o o l.

One A p p r a i s a l

F o rm was a l s o

s e n t to th e c o u n ty s u p e r in te n d e n t o f

each of th e se

s c h o o ls , w ith th e r e q u e s t t h a t a s im il­

a r a p p r a i s a l b e m ade b y t h e m em ber o f t h e c o u n t y sc h o o ls

o ffic e

observe

th e p u b lic

tiv e 4.

who was i n t h e b e s t p o s i t i o n re la tio n s

to

pro g ram o f th e r e s p e c ­

sc h o o l.

T he d a t a w e r e c o m p i l e d a n d p r e s e n t e d i n t a b u l a r f o r m in

term s o f p e rc e n ta g e s and o th e r s t a t i s t i c s .

D i f f e r e n c e s w ere n o t e d i n

th e a p p r a i s a l o f s c h o o ls

15 a c c o rd in g

to siz e *

a c c o rd in g to

F u r t h e r d i f f e r e n c e s w ere s t u d i e d

th e so u rc e s

of a p p ra isa l.

C o n c lu s io n s

a n d i m p l i c a t i o n s w ere draw n fro m t h e s t u d y . re su lt fo r

o f th e

s t u d y t w e l v e r e c o m m e n d a t i o n s w e r e made

th e sc h o o l a d m in is tr a to r

th e p u b lic r e l a t i o n s in

e v a lu a tin g

or p e rso n in ch arg e of

p r o g r a m , w h i c h m ay a s s i s t h i m

t h e s c h o o l 1s p u b l i c r e l a t i o n s

a n d i n m ak in g p l a n s f o r

in c re a s in g

O rg a n iz a tio n o f th e s tu d y . of th is

As a

its

The f u r t h e r

p ro g ram

e ffe c tiv e n e ss. o rg a n iz a tio n

s t u d y i n c l u d e s a R e v ie w o f R e l a t e d I n v e s t i g a t i o n s a s

th e t i t l e

of C h a p te r I I .

T he t h i r d c h a p t e r ,

e n title d A

P r e l i m i n a r y S c h o o l P u b l i c R e l a t i o n s A p p r a i s a l F orm , d e s c r i b e s t h a t p a r t o f t h e p r o c e d u r e w h ic h i s te c h n iq u e in d e te rm in in g p u b lic r e l a ti o n s

in c lu d e d in

th is

The C o n s t r u c t i o n fo r

th e r e l a t i v e

a c tiv itie s

o b je c tiv e ly m easured.

v a lu e

ju ry

of th e v a rio u s

a n d p r a c t i c e s w h ic h c a n be

The r e s u l t s

c h a p te r.

c o n ce rn e d w ith th e

of th e ju r y su rv e y a re

C h a p t e r IV i s a d e s c r i p t i o n

of

o f t h e A p p r a i s a l F o r m , w h i c h was t h e b a s i s

th e a p p r a i s a l of th e C a lif o r n ia sc h o o ls in s u c c e s s iv e

c h a p te rs* and S o u rces

The M a tu r e o f t h e S a m p l i n g o f S c h o o l s , C o m m u n l t i e s , o f A p p r a i s a l , C h a p te r V, I s a c o n t i n u a t i o n

g e n e ra l p ro ced u re used in T hese r e s u l t s

are

o b ta in in g

th e r e s u l t s

o f th e

of th e stu d y .

t a b u l a t e d a n d d e s c r i b e d i n t h e tw o c h a p t e r s

w h ic h f o l l o w , C h a p te r V I,

T he M a t u r e a n d i & t e n t o f t h e

16 D i f f e r e n c e s am ong S c h o o l s b y S i z e , a n d C h a p t e r V I I , The N a tu re and E x te n t o f D if f e r e n c e s

of S c h o o ls by S o u rces

A p p ra is a ls»

A sum m ary o f t h e f i n d i n g s ,

im p lic a tio n s

o f th e s tu d y ,

fo r school a d m in istra to rs

of

c o n c lu sio n s and

t o g e t h e r w ith rec o m m e n d atio n s is

p r e s e n te d In C h a p te r V I I I ,

e n t i t l e d S u m m a ry , C o n c l u s i o n s , a n d R e c o m m e n d a t i o n s «

CHAPTER I I REVIEW OF RELATED INVESTIGATIONS W o rth w h ile c o n t r i b u t i o n s of s c ie n tif ic re la tio n s* re la tio n s

sib le

in

th e g e n e r a l f i e l d

A num ber o f p h a s e s

of th e

have been in v e s tig a te d .

m e n d a tio n s stu d ie s

stu d ie s

h a v e b e e n m ade a s a r e s u l t

of th e s tu d e n ts

of sc h o o l p u b lic

la rg e f i e l d

of p u b lic

T he f i n d i n g s a n d r e c o m ­

o f p u b l i c r e l a t i o n s m ak in g t h e s e

s h o u ld be ta k e n i n t o c o n s i d e r a ti o n by th o s e r e s p o n ­

fo r

th e

im p ro v e m e n t o f t h e s c h o o l a n d p u b l i c r e l a t i o n ­

sh ip s • T he i n v e s t i g a t i o n s r e p o r t e d h e r e a r e t y p e s , n a m e ly ,

(1)

p u b lic ity ,

th o s e w h ic h s e e k to d e te rm in e p u b l ic

and i t s

(2 )

th o s e w h ic h a r e

of fo u r g e n e ra l ^

k n o w le d g e o f t h e s c h o o l s ,

a t stu d y in g

th e e f f e c tiv e n e s s

c o n ce rn e d w ith new spaper

(3 )

p u b lic r e l a ti o n s

T he R e y n o l d s S t u d y * fie ld

S c h o o ls*

T he f i n d i n g s

is

th o s e w h ic h s u r v e y a n d

p ro g ram s*

One o f t h e

o f P u b lic S ch o o l R e la tio n s

R e y n o ld s 1 i n 1922 e n t i t l e d ,

th o s e w h ic h a r e a im e d

o f th e p a r tn e r s h ip c o n ce p t

b e tw e e n s c h o o l a n d c o m m u n ity , a n d ( 4 ) e v a lu a te e x is tin g

o p in io n

e a rly stu d ie s

In th e

t h a t m ade b y R o l l o

N ew spaper P u b l i c i t y f o r P u b lic

o f t h e s t u d y a r e b a s e d on t h e

1 R o l l o G eo rg e R e y n o ld s , N ew sp ap er P u b l i c i t y f o r th e P u b lic S c h o o l s , (le w Y o rk : C a p i t o l 6 f F y “ P i^ Y s " ,~ T 9 2 2 T J “ 1 2 T “p p *

18 c o u n tin g an d c la s s i f y i n g

new sp ap er* a r t i c l e s

on s c h o o l

p u b lic ity , ra tin g

te n g iv e n new spaper a r t i c l e s

a ju ry te c h n iq u e ,

and f i n a l l y

d e te rm in in g fro m n ew sp ap er

e d ito r s and sc h o o ls s u p e rin te n d e n ts tic e s

c o n c e rn in g

b y m eans o f

th e ir p o lic ie s

and p ra c ­

school p u b lic ity *

The f i n d i n g s

of th is

stu d y in d ic a te

th a t s ix ty fo u r

p e r c e n t o f t h e n e w s a n a l y z e d was c o n s t r u c t i v e or o f i n f o r m a tio n a l ty p e , w h ile o n ly f i v e th e s e n s a t i o n a l ty p e , th e re m a in d e r c o n cern ed w ith s p o r t s .

to th e sc h o o l

p e r c e n t w as o f

o f t h e new s ite m s b e in g

F iv e p e r c e n t o f th e

c o n s id e re d im p o rta n t enough to a p p e a r

s c h o o l n e w s was

on t h e f r o n t p a g e , w h i l e

a n o th e r f o u r p e r c e n t o f th e ite m s a p p e a re d i n th e e d i t o r i a l c o m m e n t. little

Many e d i t o r s

or no v a lu e

to sc h o o l new s.

c e n t a ssig n e d l i t t l e fiv e

b e lie v e d th a t i l l u s t r a t i o n s

A p p ro x im a te ly s e v e n ty p e r

or no v a lu e to c h a r ts a n d g ra p h s , an d

p e r c e n t c o n s i d e r e d th e m a c t u a l l y h a r m f u l * In h is

c o n c l u s i o n s , R e y n o ld s s u g g e s ts

d i s t i n g u i s h b e t w e e n tw o k i n d s t h a t w h ic h i s c o n tin u o u s. ize d *

w e r e of^—

It

t h a t sc h o o ls

o f s c h o o l p u b l i c i t y , n a m e ly

te m p o ra ry a n d im m e d ia te , a n d t h a t w h ic h i s S c h o o l new s s e r v i c e

s h o u l d be c a r e f u l l y

org an ­

s h o u ld be r e c o g n i z e d a s a n i m p o r t a n t f u n c t i o n

th e p u b lic

s c h o o l s y s te m .

p a rin g r e le a s e a frie n d ly ,

to th e d a ily

of

The p e r s o n r e s p o n s i b l e f o r p r e ­ o r w e ek ly n e w sp a p e r s h o u ld a d o p t

c o o p e r a t i n g w o rk in g b a s i s w ith th e n e w sp a p e r

19 o rg a n iz a tio n * filler© f u n d s a r e n e c e s s a r y t o f i n a n c e n ew s o f t h e r i g h t so rt,

th e sc h o o l m ust fin a n c e

expense

ju stifie d .

P ro v isio n

it,

an d m ust c o n s id e r th e

s h o u l d b e m ade i n a s c h o o l

sy s te m f o r prom pt d e l i v e r y o f n ew s,

sin c e

th e v a lu e

nev*rs f r e q u e n t l y d e p e n d s u p o n i t s

tim e lin e s s.

R e y n o ld s c o n c lu d e s

school p u b lic ity

th a t a p u b lic

of school

F in a lly , o r news

p r o g r a m s h o u l d be d e v e l o p e d a s p a r t o f t h e w h o le e d u c a t i o n a l p ro g ram , w ith th e c o o p e r a tio n and a d v ic e iz a tio n s * se c u rin g lic ,

In

of new spaper o rg an ­

t h i s w ay i t w i l l b e a m o s t p o w e r f u l a g e n c y f o r

th e i n t e r e s t ,

c o o p e ra tio n , an d su p p o rt o f th e pub­

w i t h o u t w h ic h p r o g r e s s i s

im p o ssib le . \

The F a r l e y S t u d y . he r a i s e d as th e

title

th e P e o p le A bout th e

S e e k in g an a n sw e r to

o f h i s r e s e a r c h , n a m e l y , W h at t o T e l l

P u b l i c S c h o o l s B e lm o n t F a r l e y i n

a d a p te d te c h n iq u e s u se d in to d e te rm in e

th e r e l a t i v e

of new spaper a r t i c l e s . in t h ir t y

th re e

1929

c o m m e rc ia l p u b l i c i t y r e s e a r c h , e ffe c tiv e n e ss

‘T he a n a l y s i s

of to p ic a l c o n te n t

o f 3 9 ,2 6 5 c o lu m n -in c h e s

d i f f e r e n t new sp apers r e v e a le d to F a rle y

s c h o o l n e w s w h i c h w as a c t u a l l y b e i n g p r i n t e d ; ju d g m e n ts

th e q u e s tio n

o f a num ber o f t o p i c s ,

th e

w h ile p r e ­

s u b m itte d t o a l a r g e num ber

^ B e l m o n t F a r l e y , W hat t o T e l l t h e P e o p l e A b o u t t h e P u b lic S c h o o ls, ( T e a c h e rsC o lT e g e C o n tr T b u tlo n to E d u c a tio n , N o . £ 5 5 • Hew T o r i : T e a c h e r s C o l l e g e , C o l u m b i a U n i v e r s i t y , 1 9 3 2 ) . 136 p p .

20 of sch o o l p a tro n s ,

i n d i c a t e d w hat p e o p le a c t u a l l y w a n te d to

rea d * P a r le y fo u n d t h a t p a tro n s m o re i n t e r e s t e d

in to p ic s r e l a t i n g

gram a s s u b j e c t s

to

th e

s c h o o l s w ere

in s tru c tio n a l p ro ­

o f s c h o o l new s t h a n a n y o t h e r p h a s e

p u b lic

s c h o o l p ro g ram . R e c o rd in g

p a tro n

i n t e r e s t in re g a rd s

to

(3 ) H e a lth o f P u p ils ,

to h is

to p ic s

P u p il p ro g re s s and a c h ie v e m e n t,

e d u c a tio n ,

of th e p u b lic

s tu d y th e

su g g e ste d w ere,

of stu d y ,

(i)

(5 ) V a lu e o f

(6 ) D is c ip lin e and b e h a v io r o f p u p ils ,

B u ild in g pro g ram ,

o rd er of

(2 ) M eth o d s o f i n s t r u c t i o n ,

(4) C o u rses

e rs and sc h o o l o f f i c e r s ,

o f th e

(8 ) A tte n d a n c e ,

(7 )

T each­

(9) B u ild in g s and

(1 0 ) B u s in e s s m anagem ent a n d f i n a n c e ,

B oard o f E d u c a tio n a n d A d m i n is tr a t io n ,

(1 2 )

(1 1 )

P a re n t-T e a c h e r

A s s o c ia tio n , a n d (1 3 ) E x t r a - C u r r i c u l a r a c t i v i t i e s .

In

c o n t r a s t t o w h at th e p e o p le r e a l l y w a n te d t o know, t h e a n a l y ­ sis

of th e

th irte e n

th irty

t h r e e n e w s p a p e r s s t u d i e d sh o ired t h a t t h e

to p ic s ra n k e d as fo llo w s as f a r a s

ty Is c o n cern ed :

E x tra -C u rric u la r a c t i v i t i e s

T each ers an d S chool O f f ic e r s tio n s

( 8 * 2 %) ,

in c h e s

of p u b lic i­

(47.1%),

( 9 * 2 %) , P a r e n t - T e a c h e r A s s o c i a ­

P u p il p r o g r e s s a n d a c h ie v e m e n t ( 5 . 6 $ ) , B o ard o f

E d u c a tio n a n d a d m i n i s t r a t io n

(5 .2 $ ? ), C o u rse

B u s in e s s m anagem ent a n d f i n a n c e ,

( 4 . 8 %) , B u i l d i n g s

H e a l t h ( 3 . 5 % ) , M e th o d s o f I n s t r u c t i o n ( 1 .7 $ > ) , V a l u e o f e d u c a t i o n

o f S tu d y

( 2 * 9 %) ,

( 5 * %) , ( 4 %) ,

D isc ip lin e

( 1 . 5 %) a n d f i n a l l y A t t e n d a n c e

21 (1 * 3 ^ )*

T h i s sh o w s a g r e a t d i s a g r e e m e n t i n p a t r o n s 1 i n t e r e s t

a n d a c t u a l new s p r i n t e d , in te r e s t re c e iv in g th e

la st

th e f i r s t

six

o n ly 2 4 .6 ^ o f th e c o lu m n -in c h e s , w h ile

s i x r e c e iv e d 7 5 .4 ^ o f th e p u b l ic i ty *

The t h r e e m a jo r c o n c l u s i o n s fa c t th a t i t ra th e r

in ra n k o f p a tro n

o f th e

s tu d y s t r e s s e d th e

i s n o t q u a n t i t y t h a t n e ed be in c r e a s e d , b u t

t h a t th e q u a li t y o f th e p u b l ic i ty needs

to be im p ro v e d .

S e c o n d l y , a r e m a r k a b l e s i m i l a r i t y was n o t e d , i n a l l r e t u r n s fro m p a tr o n s , r e g a r d l e s s

o f t h e c o m m u n ity g r o u p o r e i t h e r

o c c u p a tio n a l or s o c ia l s t a t u s . in te r e s te d c h ie f ly in p rogram o f th e d isse m in a tio n in g th e

P a tro n s

of p u b lic

sc h o o ls a re

th e i n s t r u c t i o n and p h y s ic a l w e lfa re

sc h o o ls*

F in a lly ,

o f new s r e g a r d i n g

th o se r e s p o n s ib le fo r

th e

school a re

th e

o v e re m p h a s iz ­

t i m e d e v o t e d t o w h a t m an y p e o p l e c a l l lff a d s a n d

f r i l l s * 1, w i t h o u t p r o p e r l y i n f o r m i n g sc h o o l co u rses

th e

c o n s i s t , how t h e y a r e

a c h ie v e d , and w hat i s

b e in g

done f o r

p u b lic

of w hat th e

ta u g h t, w hat r e s u l t s

are

th e p h y s ic a l w e lfa re

of

th e c h ild r e n . The T o d d S t u d y * th e

I n a s t u d y w h ich s o u g h t t o d e te r m in e

c i t i z e n 1s k n o w l e d g e c o n c e r n i n g

t h e i r s c h o o l s , W illia m .

Todd3 , i n 1 9 2 7 , s e n t a q u e s t i o n n a i r e

to s ix

th o u sa n d p a r e n ts

3 W i l l i a m H a l l T o d d . W h at C i t i z e n s Know A b o u t T h e i r S c h o o l (T e a c h e rs C o lle g e C o n tr ib u tio n t o M d u o a t i o n , “H o • W f 9 * isfew Y o r k s T e a c h e r s C o l l e g e , C o lu m b ia U n i v e r s i t y , 1 9 2 7 ) . 8 6 pp*

22 of s i x th g rad e c o m m u n itie s *

c h ild re n In th e

in

se v e n te e n d i f f e r e n t c i t i e s

tw e n ty -fiv e

q u e stio n s

v a r io u s hom es, he i n q u ir e d c o n c e rn in g s u p e rin te n d e n t of s c h o o ls , b o ard s c u rric u lu m , b u ild in g s ,

se n t to

or

th e se

su ch c a te g o r ie s as th e

of e d u c a tio n ,

fin a n c e , p u p ils ,

te a c h e rs,

and sc h o o l o rg a n iz a ­

tio n . T he f i n d i n g s

of th is

num ber o f c o r r e c t r e s p o n s e s

s t u d y show t h a t t h e a v e r a g e to

th e se

q u e s t i o n s w as 1 3 . 8 3 .

The m ean n u m b e r o f c o r r e c t r e s p o n s e s f o r s l i g h t l y h ig h e r w h ile

th e

p ro fe ssio n

la tte r

th a n fo r

th e m o th e rs,

s c o re d 1 3 .4 7 .

or o c c u p a tio n ,

t h e f a t h e r s w as

th e fo rm er b e in g 1 4 .0 4 ,

When r a t e d a c c o r d i n g

to

Todd f o u n d t h a t t h e p r o f e s s i o n a l

p e o p le a s a g r o u p r a n k e d h i g h e s t i n t h e i r k n o w le d g e o f t h e s c h o o ls , fo llo w e d in t u r n by th o se fie ld ,

se m i-s k ille d la b o re rs,

engaged in

s k ille d

th e c l e r i c a l

l a b o r e r s , b u sin e ssm e n ,

and f i n a l l y u n s k ille d la b o r. C i t i z e n s knew m o re a b o u t t h e th an of any o f th e

s u p e rin te n d e n t o f sc h o o ls

o th e r seven c a te g o r ie s

The o t h e r d i v i s i o n s r a n k e d i n

o rd er,

th e s tu d y .

o rg a n iz a tio n of sc h o o ls,

b u ild in g s , c u rric u lu m , b o a rd of e d u c a tio n , and l a s t l y fin a n c e .

s e t up in

te a c h e rs,

p u p ils,

I n c o n c l u s i o n , Todd p o i n t e d o u t t h a t

on t h e w h o l e c i t i z e n s know j u s t a b o u t 50 p e r c e n t o f w h a t i s m o s t d e s i r a b l e , e v e n n e c e s s a r y , f o r th e m t o know a b o u t t h e i r s c h o o l s t o e n a b l e th e m t o g i v e r e a s o n a b l y I n t e l l i g e n t c o n s id e r a tio n s to p u b lic sc h o o l a f f a i r s . • « T hose d i r e c t i n g

th e p u b l i c i t y p ro g ram s i n

c ity school

25 sy ste m s n e e d to p ic k o u t p r im a r y , or e s s e n t i a l f a c t s a n d f i g u r e s , a n d k e e p th e m b e f o r e t h e p u b l i c u n t i l t h e y becom e know n. T h is m eans c o n s t a n t l y , f o r th e y c h a n g e . T he W a l l e r S t u d y .

J . F l i n t W a lle r^ s t u d i e d th e

O u t s i d e D em ands a n d P r e s s u r e s d ire c tio n 1932.

title

im p lie s,

of w hat i s

th e n a tu re

of th e

p ro m o te rs, w hat a re

of th e

to h is

h u n d red and f i f t y

o u tsid e

th e

dem ands a n d

t h e i r c a u s e s , who a r e

th e ir e ffe c ts ,

sch o o l o f f i c i a l w ith re g a rd to

th e answ ers

in

th e r e s e a r c h d e lv e d i n t o

p r e s s u r e s upon th e s c h o o ls , w hat a re th e ir

th e

o f T e a c h e r s C o l le g e a t C o lu m b ia U n i v e r s i t y ,

As t h e

q u e stio n s

on P u b l i c S c h o o l s , a t

and w hat i s

th e sam e.

th e r o le

W a lle r g a in e d

q u e stio n s p rim a rily by in te rv ie w in g o ffic ia ls,

in c lu d in g

o ne

su p e rin te n d e n ts,

a s s i s t a n t s u p e r in te n d e n ts , p r i n c i p a l s , new spaper e d i t o r s , and school r e p o r te r s ,

in

th irty

tw o s t a t e s

e a s t of th e

R o c k ie s• F ro m t h e r a t h e r

lo n g

lis t

of fin d in g s

of h is

in te r­

v i e w s , W a lle r drew t h e f o l l o w i n g f i v e m a jo r c o n c l u s i o n s w h ic h have s i g n i f i c a n t im p lic a tio n s f o r p u b lic r e l a ti o n s w ith in

pro g ram ,

th e scope o f h i s r e s e a r c h .

1. jo b i s

The p u b l i c - r e l a t i o n s a s p e c t o f a s c h o o l o f f i c i a l * s a m eans t o a n e n d . T h at end i s e f f e c t i v e m u tu a l

^ J . F l i n t W a l l e r , O u t s i d e D em ands a n d P r e s s u r e s on The P u b l i c S c h o o l s ( T e a c h e r s C o l l e g e u o n t r i b u t i o n t o F d u c a YToh h o . l e i Y o rk :- T e a c h e r s C o l l e g e , C o lu m b ia U n iv e rs ity , 1 9 3 2 ). 151 p p .

24 u n d e r s t a n d i n g a n d c o o p e r a t i o n b e tw e e n th e p u b lic •

sc h o o l and th e

2. S i n c e -f t h e p u b l i c 11 i s c o m p o s e d o f m an y p u b l i c s , o n e i n a l i g n m e n t on t h i s . s u b j e c t , a n o t h e r on t h a t , t h e s u p e rin te n d e n t fin d s i t n e c e s s a ry to u n d e rs ta n d and to b e u n d e r s t o o d b y m an y g r o u p s a n d l e a d e r s . 3. S in c e dem ands a r e e x p r e s s i o n s o f th e w i l l a n d t e m p e r o f p a r t s o f t h e p u b l i c , e a c h dem an d c o n t r i b u t e s a n a d d e d o p p o r t u n i t y t o know b e t t e r t h e p o p u l a r w i l l a n d t e m p e r a n d t o e v a l u a t e t h e s e m o re f u l l y . 4. S i n c e m any d e m a n d s a r e b a s e d o n i n c o m p l e t e o r in a c c u r a te in fo rm a tio n and i n t e r p r e t a t i o n , th e y o f f e r to s c h o o l o f f i c i a l s o p p o r tu n itie s to c a tc h th e a t t e n t i o n a n d i n t e r e s t b o t h o f th e dem and g ro u p a n d o f t h e i n a c t i v e p u b lic , and to b u ild up a b e t t e r u n d e rs ta n d in g of f a c t s and r e l a ti o n s h i p s in v o lv e d . 5 . N o t o n l y may s c h o o l o f f i c i a l s come t o know t h e i r p u b l i c b e t t e r b y h e a r i n g w h a t dem and g r o u p s t h i n k t h e y know a n d d e s i r e a n d f e a r ; n o t o n l y m ay t h e p u b l i c b e b ro u g h t to b e t t e r u n d e rs ta n d in g o f th e f a c t s and t h e i r m e a n in g s i n g i v e n s i t u a t i o n s ; n o t o n ly a r e t a c t a n d f a i r ­ n e s s e s s e n t i a l i n d e a l i n g w i t h dem ands t h a t a r i s e ; b u t t h e s c h o o l o f f i c i a l s t h e m s e l v e s c a n do m uch t o w a r d d e ­ t e r m i n i n g t h e num ber a n d k i n d o f dem ands t h e y w i l l h a v e • T hey c a n r e d u c e t h e o b j e c t i o n a b l e dem ands a n d c a n e n c o u r ­ age u s e f u l o n e s. I n s t e a d o f m e r e l y wa w a i t i n g a t t a c k 1*, t h e y c a n ^ t a k e t h e o f f e n s i v e 1* a n d d o .m u c h t o m ake c o n d i ­ t i o n s i n t h e i r c o m m u n i ty c o n d u c i v e t o a m o re e f f e c t i v e e m p lo y m en t o f i t s i n t e r e s t s a n d i t s f o r c e s . T h e R ope S t u d y .

A u n iq u e s t u d y , w h ic h s o u g h t t o

d e v e l o p a n a p p r o a c h t o t h e a s s e s s m e n t o f c o m m u n i ty o p i n i o n in r e la tio n p u b lic

to c e r ta in

issu e s

in v o lv e d in fin a n c in g

th e

s c h o o l sy ste m a n d to i d e n t i f y a n d , as f a r a s p o s s i b l e ,

a p p ra ise

th e in f lu e n c e

d e te rm in in g

o f som e f a c t o r s

th e s tr u c tu r e

of th a t

w h ic h f u n c t i o n

in

o p i n i o n , w as u n d e r t a k e n i n

1 9 4 1 b y F r e d r i c k R 'o p e, who r e p o r t e d

t h e sam e i n h i s m o n o g r a m ,

25 O p in io n C o n f l i c t a n d S c h o o l.5 first

tp]ie i n v e s t i g a t i o n w as l i m i t e d

to f i n a n c i a l is s u e s and se c o n d ly to

issu e s*

F i f t e e n h u n d re d p e o p le

of th e

o th e r c le a r - c u t

c ity

of P ittsb u rg h

w ere i n t e r v i e i r e d . The a n a l y s i s

of th e re sp o n d e n ts*

o p i n i o n s w as c l a s s i ­

fie d ." i n t o t e n s u b - h e a d in g s * 1* P e o p le o f P i t t s b u r g h w ant an d a r e w i l l i n g fo r b ro ad e d u c a tio n a l f a c i l i t i e s . 2. P ittsb u rg h * s c itiz e n s of p u b lic e d u c a tio n .

d e sire

to pay

th e u p w ard e x te n s i o n

3# G - e n e r a l w i l l i n g n e s s t o s u p p o r t p u b l i c e d u c a t i o n i s f o u n d t o a g r e a t e r e x t e n t i n l o w e c o n o m ic g r o u p s t h a n i n g r o u p s f a v o r e d b y e c o n o m ic p o s i t i o n * 4. Young a d u l t s a r e m o re f a v o r a b l y i n c l i n e d o ld e r p e r s o n s , to w a rd m a in te n a n c e a n d e x te n s io n tio n a l se rv ic e s*

th an of educa­

5. R e la tiv e ly sm a ll d if f e r e n c e s in o p in io n a p p ea r am ong r e l i g i o u s g r o u p s a n d b e t w e e n s c h o o l p a t r o n s a n d n o n -p a tro n s• 6. T he e d u c a t i o n a l v i e w s o f D e m o c r a t s a r e m o re l i b e r a l th an th o s e of th e R e p u b lic a n s . 7. d e sire

H e g ro e s a r e m ore v i g o r o u s t h a n w h i t e s fo r e d u c a tio n a l o p p o rtu n itie s .

in

th e ir

8. P i t t s b u r g h e r s d o n o t sh o w f u l l u n d e r s t a n d i n g o f p ro b le m s u n d e r l y i n g t a x a t i o n a n d s t a t e a i d f o r e d u c a t i o n , n o r a r e t h e y f u l l y c o n v i n c e d t h a t i t i s now n e c e s s a r y t o fa c e s q u a r e ly th e is s u e o f in c r e a s in g ta x e s or c u r t a i l i n g

D F r e d r i c k T . R ope, O p in io n C o n f l i c t a n d S c h o o l S u p p o r t ( T e a c h e r s C o l l e g e 0 o n t r i b u t i o n ~ tc T T ifd u e a tio n , ITo. 8 3 8 H e w Y o r k : T e a c h e r s C o l le g e , C o lu m b ia U n i v e r s i t y , 1 9 4 1 ) . 148 p p .

26 school s e rv ic e s • 9. D i f f e r e n c e s o f o p i n i o n among f a c t o r y s u b - g r o u p s o c c u r v e r y f r e q u e n t l y i n some q u e s t i o n s * 10* P e r s o n s who o p p o s e s c h o o l s p e n d i n g a r e m o re i n t e r ­ e s t e d i n t h e i r o p i n i o n t h a n a r e p e r s o n s who f a v o r t h e m a in te n a n c e an d e x te n s io n of e d u c a tio n a l s e r v ic e s * H ope p o i n t s

o u t th e im p o rta n c e o f o b ta in in g p u b lic

o p in io n in m a in ta in in g

an e f f e c t i v e

r e l a t i o n s program * / th e r e s p o n s i b i l i t y of

F u rth e rm o re he d e f i n i t e l y p la c e s d e v e lo p in g e n lig h te n e d p u b lic s h i p , w h ic h c a n a n d s h o u ld pro cess;

p u b lic

o p in io n upon e d u c a tio n a l le a d e r ­

p la y a v ig o ro u s p a r t in

b u t , w arns th e a u t h o r ,

le a d e rs h ip c a n n o t,

d e n y in g th e c o n c e p t o f d em o cracy a n d e n d a n g e rin g t i o n a l p ro g ram , e sta b lis h e d

in itia te

p o lic ie s

w h ich a r e

such a w ith o u t

th e e d u c a ­

c o n tra ry to

o p in io n .

E d u c a tio n a l im p lic a tio n s fo r tio n a l a d m in istra to r, be su m m arize d i n

th e p ro f e s s io n a l ed u ca­

w h ic h Rope f e l t w e re s i g n i f i c a n t ,

can

th e fo llo w in g p a ra g ra p h s .

F i r s t , i f new e d u c a t i o n a l p o l i c i e s a r e c o n t e m p l a t e d , o p in io n r e s e a r c h o f f e r s a m eans w hereby th e p ro p o s e d p u b lic u n d e rs ta n d in g an d a c c e p ta n c e of th e p ro p o sed c o u r s e o f a c t i o n m ay b e a s c e r t a i n e d . S e c o n d ly , th ro u g h p r o p e r ly c o n d u c te d o p in io n r e s e a r c h , c h a n n e ls of c o m m u n i c a t i o n a r e e s t a b l i s h e d t h r o u g h w h i c h new e d u c a ­ t i o n a l p o l i c i e s m ay b e s u g g e s t e d b y t h e p u b l i c . T h ird ly , th ro u g h o p in io n r e s e a r c h , w eaknesses in th e p u b lic r e l a t i o n s p r o g r a m o f t h e s c h o o l s y s t e m m ay b e d e t e c t e d a n d s t r e n g t h s m ay b e a s s e s s e d . F i n a l l y , to p ro v id e f o r o p in io n r e s e a r c h , c e r t a i n s t r u c t u r a l c h a n g e s i n a d m in ­ i s t r a t i v e o rg a n iz a tio n are d e s ir a b le . O p in io n r e s e a r c h d e s e r v e s a p la c e a s p a r t o f an y w e l l - c o n c e i v e d p ro g ra m of p u b l i c r e l a t i o n s . In a la rg e

27 c i t y s c h o o l sy ste m th e g e n e r a l r e s p o n s i b i l i t y f o r th e im p le m e n ta tio n o f s u c h a p ro g ram m ig h t r e s t w ith a n a s s i s t a n t s u p e rin te n d e n t of sc h o o ls. H is t i t l e i s n o t p a r t i c u l a r l y im p o rta n t, a lth o u g h A s s is ta n t S u p e rin te n ­ d e n t i n C h a rg e o f S c h o o l-C o m m u n ity R e l a t i o n s m ig h t be an a p t d e s ig n a tio n . Among h i s f u n c t i o n s w o u l d b e : (1 ); th e c o n d u c t o f a c o n tin u o u s p ro g ram o f o p in io n a p p r a i s a l ; ' ( 2 ) a r t i c u l a t i o n o f t h e w ork o f t h e s c h o o l s a n d s o c i a l a g e n c ie s ; (3 ) th e d e v elo p m e n t o f a d e q u a te an d a t t r a c t i v e p u b l i c i t y ; (4 ) th e g u id a n c e o f la y c o u n c i ls ; (5 ) l i a i s o n b e tw e e n s c h o o ls a n d o r g a n i z a t i o n a l g r o u p s - - b u s i n e s s , c i v i c , r e l i g i o u s , a n d p a t r i o t i c ; a n d (6 ) p ro m o tio n o f p r o f e s s io n a l r e l a t i o n s w ith s t a t e and n a ti o n a l a g e n c ie s w h ic h d e a l w i t h p ro b le m s o f e d u c a t i o n , . y o u t h , r e l i e f , a n d o t h e r m a t t e r s w i t h w h ic h p u b l i c s c h o o l s m u st be d i r e c t l y co n cern ed * The C o n n e r S t u d y . o f p u b lic

re la tio n s

t o le n d th e m se lv e s

V e ry few e x p e rim e n ts

have a c t u a l l y been o f such a n a tu r e as to a n a ly s is

and s c i e n t if i c

C o n n e r w o r k e d f o r a p e r i o d o f tw o y e a r s i n seven s e l e c te d sc h o o ls w e ll as

in th e f i e l d

th e r e s u l t s

o f San D ie g o .

of th is

stu d y .

Jay

on s u c h a n e x p e r i m e n t The p r o c e d u r e a s

re se a rc h are re p o rte d

i n The

E f f e c t o f P a re n t T each er C o o p e ra tiv e S tu d y o f E d u c a tio n a l A c tiv itie s

upon S t u d e n t s .6

The s t u d y i n v o l v e d and s i x t h g rad es

th e c h ild r e n

of th e f o u r t h , f i f t h

of sev en e le m e n ta ry s c h o o ls ,

s e l e c t e d as e x p e rim e n ta l s c h o o ls , w h ile th e c o n tr o l sc h o o ls*

th e

t h r e e b e in g

o t h e r f o u r w ere

T he s c h o o l s w e r e f r o m a r e a s

p o p u la te d

^ J a y D a v i s C o n n e r , u T he E f f e c t o f P a r e n t T e a c h e r C o o p e r a t i v e S t u d y o f E d u c a t i o n a r ^ c T I v I I xle s u p o n 5 I n d e n t s u • (u n p u b lis h e d D o c t o r s d i s s e r t a t i o n , U n i v e r s i ty of S o u th e rn C a l i f o r n i a , L o s A n g e l e s , 1 9 4 6 ) 572 l e a v e s .

28 p re d o m in a n tly by m id d le c l a s s

p e o p l e , a n d w ere e q u a t e d a s

to e d u c a tio n a l o p p o rtu n itie s *

T he p a r e n t s

e x p e r i m e n t a l s c h o o l s w ere i n v i t e d co n feren ces

to stu d y th e

life

of th e

to a s e r ie s

of c h ild re n

in

p l a n w ay s o f c o o p e r a t i n g a n d i m p r o v i n g t h e b o t h s c h o o l a n d home e x p e r i e n c e s • a l l c h ild re n

d u rin g th e f a l l

T he s t u d y g r o u p b e g a n i n

th re e

o f w e e k ly school and to

e ffe c tiv e n e ss

P re -te sts

w ere g i v e n

of to

se m e s te r o f th e f i r s t y e a r .

J a n u a r y o f 1940 a n d c o n t i n u e d f o r

tw e n ty w e e k s«

P i n a l t e s t s w ere a d m i n i s t e r e d a g a in t o a l l

c h ild re n a f te r

th is

p e rio d .

In o rd e r to be a b le

t h e tw o g r o u p s , C o n n e r r e p e a t e d and te a c h e rs

d u rin g

th e c o n fe re n c e

th e n e x t y e a r in

s c h o o ls , a lth o u g h a l l

th e t e s t

t i o n , w ere c o m p le te d p r i o r

th e fo u r c o n tr o l

to th e se v is its *

a n d th e num ber o f v i s i t s c o n feren ces.

W ith t h i s

to su ch f a c t o r s

t h e p a r e n t s m ade t o

th e p la n n e d

P u p il p r o g r e s s , a s d e te rm in e d fro m

ta k e n a t

d e fin ite

a c c e le r a tio n a c c o rd in g

th e b a t t e r y

th e end of th e 'e x p e r i m e n t a l p e r i o d ,

show ed

to th e am ount o f p a re n t

i n t e r e s t a s sh o w n b y t h e n u m b e r o f t h e i r m akes t h e f o l l o w i n g

as

hom e b a c k g r o u n d , s o c i a l s t a t u s ,

of te s ts

s i ons *

In stru c ­

em p lo y t h e m a tc h e d p a i r

te c h n iq u e , m a tc h in g c h i l d r e n a c c o rd in g in te llig e n c e ,

of p a re n ts

d a ta , as w e ll as th e

i n f o r m a t i o n a v a i l a b l e h e w as a b l e t o

ag e, g rad e,

to e q u a te

v is its .

s i g n i f i c a n t sta te m e n ts

in h is

Conner c o n c lu -

29 1. I t i s d e s ir a b le f o r p a re n ts to be i n t e r e s t e d i n a n d in fo rm e d a b o u t th e s c h o o l program * 2* P u p i l p r o g r e s s i n a c a d e m ic a c h ie v e m e n t i s a te d by p a re n t i n t e r e s t and p a r t i c i p a ti o n . Even p a r t i c i p a t i o n by p a r e n t s p a y s d i v i d e n d s , b u t t h e ous c o o p e r a t i v e a c t i v i t y w i l l a lm o s t s u r e l y r e s u a c c e le r a te d g ro w th .

a c c e le r­ m o d e ra te c o n tin u ­ l t in

3. F i n d i n g s s u g g e s t , b u t do n o t p r o v e , t h a t c o n d i ­ t i o n s i n t h e home e n v i r o n m e n t o f p u p i l s w i l l b e i m p r o v e d b y p a r e n t p a r t i c i p a t i o n in s tu d y o f th e s c h o o l p ro g ram . 4. T he p e r s o n a l - s o c i a l s t a t u s o f p u p i l s am ong t h e i r c l a s s - m a t e s m ay b e i n f l u e n c e d f a v o r a b l y b y a n i n c r e a s e d i n t e r e s t in and u n d e rsta n d in g o f t h e i r l i f e and a c t i v i ­ tie s in school by th e ir p a re n ts . 5* F i n a l l y , t h e i n v e s t i g a t i o n d e m o n s t r a t e s t h a t p a r e n ts w i l l re s p o n d t o i n v i t a t i o n s fro m th e s c h o o l s t a f f to s tu d y th e sc h o o l program , and t h a t su ch c o o p e ra tiv e stu d y r e la tio n s h ip s a re e n t i r e l y p r a c t i c a l . C onner m akes a d e f i n i t e e le m e n ta ry s c h o o ls

reco m m e n d atio n t h a t p u b lic

sh o u ld p ro v id e f o r r e g u la r

of te a c h in g p ro ced u res and d is c u s s io n s in

th e e d u c a tio n a l p ro g ram , f o r The H u l l S t u d y .

I.

d e m o n s tra tio n

of a c t iv i t ie s

in c lu d e d

In te re s te d p a re n ts.

H e n ric h H u ll r e c e n t l y r e p o r te d a

s t u d y w h ic h d e a l t w i t h th e l a y a d v i s o r y c o m m itte e s t o s c h o o l b o a rd s, under th e t i t l e o f E d u c a tio n in e x is tin g

L ay A d v is o r y C o m m itte e s t o B o a rd s

t h e U n i t e d S t a t e s .7

a d v is o ry

H u l l m ade a s u r v e y o f

c o m m itte e s, c o o r d in a tin g

c o u n c ils , and

^ J . H e n r i c h H u l l 11L a y A d v i s o r y C o m m i t t e e s t o B o a r d s o f E d u c a t i o n i n t h e U n i t e d S t a t e s fri Tan u n p u b l i s h e d D o c t o r * s c C I s s e r t a t i o n , U n i v e r s i t y o f S o u t h e r n C a l i f o r n i a , Los A n g e l e s , C a l i f o r n i a , 1 9 4 9 ). 278 l e a v e s .

30 s i m i l a r g r o u p s w h ic h w ere d e s i g n e d t o b r i n g

to g e th e r

th in k in g and e f f o r t s

c o m m u n i ty on

of th e

s c h o o ls a n d th e

th e

e d u c a tio n a l m a tte rs* T he s u r v e y was b a s e d on f o r t y - f o u r a c tiv e

c i t i e s , i n w h ie h

c o m m itte e s w e re o r g a n i z e d on a p e rm a n e n t b a s i s *

He

fo u n d t h a t s e v e n ty p e r c e n t o f s u c h c o m m itte e s h a d b e e n o rg a n iz e d d u rin g

th e y e a rs

1946 - 1 9 4 8 , a n d t h a t o n ly e le v e n

p e r c e n t o f t h e c o m m itte e s w ere o v e r t e n y e a r s

o ld *

T he

d e v e l o p m e n t o f new p u b l i c a t t i t u d e s

to

o r t o m e e t new s i t u a t i o n s ,

so t h a t a c t i o n p ro g ram s

or b o th ,

overco m e o l d a p a t h i e s ,

c a n f o l l o w , w as t h e u n d e r l y i n g r e a s o n f o r

th e e s t a b l i s h m e n t

o f th e la y a d v is o r y c o m m itte e s. H u llfs fin d in g s a re w h i c h h e m ade a s a r e s u l t

a l s o a. p a r t o f h i s r e c o m m e n d a t i o n s of h is

stu d y .

T hese a r e

l i s t e d as

fo llo w s: 1. A d v is o ry c o m m itte e s w hen t h e y m e e t r e g u l a r l y *

s h o u ld be w o rk in g c o m m itte e s

2. A d v is o ry c o m m itte e s s h o u ld be s e l e c t e d b y th e c o m m u n ity * 3. A d v is o r y c o m m itte e s s h o u l d be o r g a n i z e d a t t h e r e q u e s t of th e b o a rd of e d u c a tio n * 4* A d v i s o r y c o m m i t t e e s s h o u l d h a v e a w id e b a s i s r e p r e s e n t a t i o n f r o m t h e c o m m u n ity * 5. E d u c a t i o n a l A d v i s o r y C o m m itte e i s b e s t t e r m i n o l o g y f o r a n a d v i s o r y c o m m itte e *

of

p ro b a b ly th e

6* S c h o o l s s h o u l d u s e t h e a d v i s o r y c o m m i t t e e t e c h ­ n iq u e t o d e v e lo p i m p o r t a n t p a r t n e r s h i p s p i r i t b e tw e e n s c h o o l a n d c o m m u n ity *

31

is

7. Tli© 8 0 - 2 0 r a t i o recom m ended. 8.

9. o f th e

Lay o f f i c e r s

o f l a y a n d p r o f e s s i o n a l m e m b e rsh ip

a r e recom m ended.

I t i s r e c o m m e n d e d t h a t n o l e s s t h a n 50 per cent m e e tin g tim e be d e v o te d to d i s c u s s i o n .

10. I t i s reco m m en d ed t h a t d e v e lo p e d b y th e g ro u p .

th e p ro b le m s be j o i n t l y

11* I t i s reco m m en d ed t h a t a s y s te m o f r e p o r t i n g b a c h to p a re n t o r g a n iz a tio n s be d e v e lo p e d . 12. M o n th ly m e e ti n g s a r e reco m m en d ed f o r p e rm a n e n t o rg a n iz a tio n s• 13. I t i s r e c o m m e n d e d t h a t t h e n c l e a r i n g h o u s e 11 o r tw o - w a y f u n c t i o n f o r e d u c a t i o n a l t h i n k i n g i n t h e commun­ i t y be d e v e lo p e d . 14. I t i s reco m m en d ed t h a t t h e e d u c a t i o n a l p ro g ra m f o r c h i l d r e n be g iv e n th e m a jo r e m p h a s is . 15. I t I s recom m ended t h a t t h e m e m b e rsh ip be i n t h e V i c i n i t y o f ‘t w e n t y - f i v e t o t h i r t y - f i v e t r u l y a c t i v e a n d i n t e r e s t e d m em b ers. 16. In fo rm al d is c u s s io n m ended.

ty p e

of m e e tin g s

is

recom ­

17. I t i s recom m ended t h a t g r o u p s t h a t o r g a n i z e t o do a s p e c i f i c jo b g iv e c o n s i d e r a t i o n t o a p erm an en t o rg a n iz a tio n . 18. E m p h a sis f o r p e r m a n e n t o r g a n i z a t i o n s h o u l d b e on in fo rm a tio n , a t t i t u d e s , and e n lig h te n in g e x p e r ie n c e s . 19. E m p h a sis f o r p ro g ram s ,

s h o r t - t i m e g r o u p s s h o u l d b e on a c t i o n

20.

P ro fe s s io n a l le a d e rs h ip

s h o u ld n o t be o v e r lo o k e d .

21.

E m p h a s i s s h o u l d b e on d e v e l o p i n g

22.

M e e t i n g s s h o u l d l a s t a b o u t tw o h o u r s

la y le a d e rs h ip . or l e s s .

23. M e e tin g s n e e d m a ile d n o t i c e s a n d te le p h o n e f o l lo w up re m in d e rs.

32 24*

R e g u la r a tte n d a n c e

25.

P u b lic ity

Is a m u st.

sh o u ld n o t be fe a re d *

26* G ood d e m o c r a t i c p r i n c i p l e s a n d p r o c e d u r e s w i l l s a fe g u a rd th e v a lu e s of th e o r g a n iz a tio n . 27* T he a d v i s o r y c o m m i t t e e s h o u l d l o o k u p o n i t s e l f a s a s e r v i c e , a tw o -w a y s e r v i c e t o t h e b o a r d o f e d u c a t i o n a n d t o t h e c o m m u n ity * 28* T he a d v i s o r y c o m m i t t e e t e c h n i q u e i s r e c o m m e n d e d a s s ta n d a r d p r a c t i c e f o r u se in d e v e lo p in g p u b lic t h i n k ­ i n g , i n f o r m a t i o n , a t t i t u d e s , a n d a c t i o n on t h e s c h o o l p ro g ram * T he M i l l e r S t u d y * to d e v e lo p o b je c tiv e tio n in

V e r y f e w a t t e m p t s h a v e b e e n m ade

te c h n iq u e s f o r

of p u b lic s c h o o l r e l a t i o n s .

th is

area

is

th e a p p r a i s a l or e v a lu a ­

One r a t h e r

th o ro u g h s tu d y

t h a t m ade b y D e lm a s M i l l e r i n

1943, e n ti t le d

An A p p r a i s a l T e c h n i q u e f o r P r o g r a m s ' o f P u b l i c S c h o o l R e l a t i o n s *&

in

t h i s r e s e a r c h , M ille r h as d e v e lo p e d a n ...in s tru ­

m e n t , w h i c h was t h e r e s u l t fie ld

of p u b lic

of 234 s e le c te d

r e la tio n s , re p re se n tin g

ju ro rs

sc h o o ls

in

th e

of each s ta te

w h ic h ra n k e d h i g h e s t a c c o r d in g

to S ta te S u p e rin te n d e n ts

S c h o o ls, w ith re g a rd to p u b lic

school re la tio n s *

was a s k e d t o r a t e

as e x c e lle n t,

th o se a c t i v i t i e s

w i t h w h ic h th e

am ong a l i s t

o f 171 p u b l i c

® D elrnas F e r g u s e n P ro g ram o f P u b lic S c h o o l m s^ am n rT Jn T v ersT E y P e n n s y l v a n ia , 1943)* 291

good, f a i r ,

of

Each ju ro r

or of no v a lu e ,

ju ro r had had e x p e rie n c e ,

school re la tio n s

a c tiv itie s

M i l l e r , ftAn A p p r a i s a l T e c h n i q u e f o r R e l a t i o n s T 1** T u n p u E T I s l ie d D o c t o r 1 s o T T IW sE u rg h , P itts b u rg h , le a v e s.

33 s u b m itte d by M ille r*

P ro m t h e s e r a t i n g s ,

d e v e lo p e d , w h ic h , a c c o r d in g

to

a sco re

c a r d was

th e a u th o r,

m ay b e u s e d b y t h e s c h o o l a d m i n i s t r a t o r o r som e o f h i s s t a f f to a p p ra is e th e p u b lic sc h o o l r e l a t i o n s a c t i v i ­ t i e s o f h i s own s c h o o l s y s t e m . Then u s e d i n t h i s s e l f - a p p r a i s i n g m an n er, i t a f f o r d s an o p p o r tu n ity to e v a lu a te th e p u b lic s c h o o l r e l a t i o n s p ro g ram i n th e l i g h t o f c o m p a ra tiv e s t a n d a r d s . . • T h e s e c o n d u s e t h a t m ay b e m ad e o f t h e A p p r a i s a l F o rm i s in th e s c h o o l s u r v e y . • • T h is s tu d y p r e s e n ts th e f i r s t a tte m p t to a p p r a i s e an e n t i r e a d m i n i s t r a t i v e f u n c tio n su c h as th e p u b lic r e l a t i o n s p ro g ram . M ille r, c o n sid e ra tio n p u b lic

th e f a c t

school re la tio n s

Two s e p a r a t e fo r

in d e v e lo p in g

se ts

t h e A p p r a i s a l Form , t o o k i n t o

th a t p h ilo s o p h ie s re g a rd in g a c tiv itie s

of fig u re s a re

such a c t iv i t i e s

th e

a n d p r o g r a m s m ay d i f f e r *

th e re fo re

p ro v id e d ,

one

u n d er a p h ilo s o p h y o f E d u c a tio n a l I n t e r ­

p r e t a t i o n , a n d t h e s e c o n d b a s e d on t h e p h i l o s o p h y o f C h i l d G e n te re d m u tu a l c o o p e r a tio n * I n s u m m a r i z i n g h i s f i n d i n g s , M i l l e r cam e t o fo llo w in g

th e

c o n c lu sio n s*

1. In t o t a l sc o re v a lu e , p u b lic sc h o o l r e l a t i o n s a c t i v i t i e s in p rogram s b a s e d upon th e p h ilo s o p h y of c h i l d - c e n t e r e d m u t u a l c o o p e r a t i o n , a r e o f m o re i m p o r ­ t a n c e t H a n '”tT id se b as"ed o n t h e p h i l o s o p h y o f e d u c a t i o n a l in te rp re ta tio n * A maxim um o f 9 8 3 p o i n t s a re ~ aT X o w ed r f o r t h e s c o r e ^ b a s e a on t h e f o r m e r p h i l o s o p h y , w h i l e o n l y 9 0 7 * 5 p o i n t s a r e a l l o w e d on t h e l a t t e r . to

2* A c tiv itie s a re a p p ra is e d in c lo s e r e la tio n s h ip t h e i r f u n c tio n a l use un der each p h ilo s o p h y .

3. The p a r t i c i p a t i o n i n c o m m u n ity a f f a i r s b y t h e s u p e rin te n d e n t and o th e r a d m in is tr a tiv e o f f ic e r s is an im p o rta n t f u n c tio n in p u b lic sc h o o l r e l a t i o n s . The

34 t e a c h i n g s t a f f a l s o m ake v a l u a b l e c o n t r i b u t i o n s b y p a r t i c i p a t i n g i n c i v i c a f f a i r s o f t h e c o m m u n ity * 4* P u b l i c a t i o n s o f th e a d m i n i s t r a t i v e s t a f f w h ic h g o d i r e c t l y i n t o t h e home a r e e x c e p t i o n a l l y g o o d f o r t h e p r o g r a m b a s e d on t h e p h i l o s o p h y o f e d u c a t i o n a l in te rp re ta tio n * P e r s o n a l a n d w r i t t e n c o n t a c t s oT~ T f e a b lie r s f o r m s'ome o f t h e b e s t r e l a t i o n s * 5* P rom b o a r d m em ber t o c u s t o d i a n * t h e a c t i v i t i e s o f e a c h m em ber o f t h e n o n - p r o f e s s i o n a l s t a f f s h o u l d b e stu d ie d fo r h is in te r p r e tiv e p o s s ib ilitie s * 6* P u p il p u b lic p e rfo rm a n c e s , w h e th e r g ro u p or in d iv id u a l* a re im p o rta n t. T hese a c t i v i t i e s can be m easured o b j e c t i v e l y . 7. The b e s t e x e m p l i f i c a t i o n s o f t h e p h i l o s o p h y o f c h i l d - c e n t e r e d m u tu a l c o o p e r a t i o n a r e fo u n d w h ere .p u b lic s c h o o l V e l a 't f o n s ^ a c 't l V r t ie s '^ n i v o T v e e due a t i ona 1 p l a n n i n g b y s c h o o l a n d c o m m u n ity g r o u p s . 8. T he s t u d y s u b s t a n t i a t e s t h e f a c t t h a t m o re e m p h a s i s s h o u l d b e g i v e n t h e c o n t r i b u t i o n s o f c o m m u n i ty o r g a n iz a tio n s * r e l i g i o u s an d c i v i c , to th e e d u c a tio n of th e c h ild * 9. P o u r d e f i n i t e t r e n d s o f s u g g e s t i o n s m ay b e g a th e r e d fro m th e g u id in g p r i n c i p l e s . F irst* a l l a c tiv ­ i t i e s c o n n e c te d w ith th e e d u c a tio n o f th e c h i l d o f f e r in te rp re tiv e p o s s ib ilitie s . Second, f i n a l r e s p o n s ib il­ i t i e s f o r th e s u c c e s s f u l o p e ra tio n of p u b lic sc h o o l r e l a t i o n s a c t i v i t i e s r e s t s w ith th e sc h o o l a d m in is tr a ­ tio n . T h ird * a g o o d p u b l ic r e l a t i o n s p ro g ra m , l i k e o th e r p h a se s o f sc h o o l a d m in is tra tio n * r e s u l t s fro m p ro p e r d e f i n i t i o n o f needs* c a r e f u l p la n n in g , s k i l l f u l e x e c u tio n , and c o n sta n t a p p r a is a l. In th e f o u r th p la c e th e f u n c tio n s of th e p u b lic s c h o o l r e l a t i o n s pro g ram i s d e p en d e n t upon d e m o c ra tic p r a c t ic e s * The S e y l e r S t u d y * been d e v e lo p e d to e v a lu a te pro g ram s i s

th a t

4 s e c o n d in s t r u m e n t w h ic h h a s p u b lic

o f L o u is e S e y le r*

T e n ta tiv e C h e c k -lis t fo r

school re la tio n s as re p o rte d in

S c h o o l - H o m e - C o m m u n ity

35 R e l a t i o n s h i p s .9 use

T he c h e c k - l i s t ,

in te n d e d p rim a rily f o r

on t h e e l e m e n t a r y s c h o o l l e v e l *

lite ra tu re

an d q u a l i f i e d b y th e it

ju ry

te c h n iq u e *

trie d

o u t, as

itie s

and a t d i f f e r e n t e d u c a tio n a l le v e ls .

and c r itic is m s ,

w ere,

vms d e v e l o p e d f r o m

on 2 1 0 e d u c a t o r s

and th e n

in v a rio u s

as w e ll as from th e b a s ic

lo c a l­

P ro m c o m m e n ts stu d y ,

six

c o n c lu s io n s w ere d raw n . 1.

Good s c h o o l- h o m e r e l a t i o n s h i p s

2.

T he c h i l d p r o f i t s t o a g r e a t e r d e g r e e f r o m h i s e d u c a t i o n w hen g o o d r e l a t i o n s h i p s a r e p r e s e n t .

3.

are

d e sira b le .

The d e v e l o p m e n t o f f i n e s c h o o l - h o m e r e l a t i o n s h i p i s th e r e s p o n s i b i l i t y of th e sc h o o l a d m in is tr a to r .

4.

An o b j e c t i v e m e t h o d o f e v a l u a t i n g re la tio n s h ip is needed.

5.

C o n tin u e d u s e is needed.

6.

C o n s i d e r a b l e s t u d y w i l l be r e q u i r e d i n o r d e r t o d e te rm in e th e v a l i d i t y and r e l i a b i l i t y o f ite m s i n th e c h e c k - l i s t b e f o r e a f i n a l m e a su rin g s c a l e c a n be c o m p le te d .

o f t h e c h e c k - l i s t b y m any p e o p l e

T he H i c k e y 3 t u d y . M. H i c k e y i n

sch o o l-h o m e

1945, t i t l e d

A r e c e n t r e s e a r c h m ade b y J o h n T he D i r e c t i o n

of P u b lic S ch o o l

® L o u i s e Wood S e y l e r , T e n ta tiv e C h e c k -lis t f o r S c h o o l- H o m e R e l a t i o n s h i p s , * * (u n p u b lis h e d D o c to ra l d i s s e r t a t i o n , U n i v e r s i t y o f C a l i f o r n i a , Los A n g e l e s , C a lif o r n ia , 1 9 4 5 ). 128 l e a v e s .

36 R e la tio n s

in C itie s

o f t h e U n i t e d S t a t e s , 10 r e v e a l e d a

num ber o f i n t e r e s t i n g

re s u lts .

The s t u d y c o v e r e d 57 c i t i e s

o v e r 1 0 0 ,0 0 0 p o p u l a t i o n , a n d 26 c i t i e s th ro u g h o u t a l l g e o g ra p h ic a l a re a s H ic k ey fo u n d (1 )

t h a t p u b lic

an a c c e p te d fu n c tio n

of th e U n ite d S ta te s *

s c h o o l r e l a t i o n s h a s becom e

of p u b lic

12 p e r c e n t o f t h e c i t i e s

of sm a lle r s iz e

school a d m in istra tio n .

In

s t u d i e d , f u l l tim e p r o f e s s i o n a l

e m p lo y e e s w ere a s s i g n e d t o d i r e c t

th e p ro g ram .

(2 )

I n 89

p e r c e n t of th e c i t i e s

th e d ir e c to r

possesses e ith e r a

m a s te rs

d eg ree.

T h a t s u f f i c i e n t tim e

is

or a d o c to r* s

not a llo te d

w as sh o w n i n

to

(3 )

th e d i r e c t i o n

th e f a c t t h a t ,

c o m m u n itie s , no d e f i n i t e

of p u b lic

in 5 0 .6 p e r c e n t o f th e

tim e i s

s e t a sid e

an d in 2 6 .5 p e r c e n t of th e s c h o o ls , w eeks p e r y e a r a r e a llo w e d f o r p e rc e n ta g e

school re la tio n s

th e p ro g ram ,

o n ly f r o m one t o

th e w o rk .

o f t h e s c h o o l s now f o l l o w

fo r

(4)

te n

A la rg e

th e p h ilo s o p h y of

'’E d u c a t i o n a l I n t e r p r e t a t i o n ' 1 a s d e f i n e d b y M o e h lm a n . S o c i a l i n t e r p r e t a t i o n f o r t h e s c h o o l m ay b e c o n s i d e r e d a s th o s e i n s t i t u t i o n a l a c t i v i t i e s w h ic h k e e p t h e i n s t i t u t i o n a w a r e o f t h e c o m m u n ity o p i n i o n a n d n eed s and k e ep th e p u b lic in fo rm e d of th e p u rp o s e , v a lu e , c o n d itio n s , and needs of p u b lic e d u c a tio n . In i t s f u n c t i o n a l a s p e c t s t h e r e i s a m inim um o f p r o p a g a n d a in th e i n t e r p r e t a t i v e p r o c e s s . I t i s an e t h i c a l a tte m p t to m a in ta in th e i n s t i t u t i o n c lo s e to th e p e o p le , th ro u g h

10 J o h n M. H i c k e y , " T h e D i r e c t i o n o f P u b l i c S c h o o l R e la tio n s in C i t i e s of th e U n ite d S t a t e s ," (an u n p u b lis h e d D o c to r* s d i s s e r t a t i o n , U n i v e r s i ty of P i t t s b u r g h , P i t t s b u r g h P e n n s y lv a n ia , 1 9 4 5 ) . 202 l e a v e s .

37 u n d e r s t a n d i n g a n d a p p r e c i a t i o n *11 On t h e

o t h e r h a n d , m any o t h e r s c h o o l s h a v e a c c e p t e d

th e h ig h e r p h ilo s o p h y ,

th a t

o f ^ C o o p e r a t i v e E n d e a v o r* * , a s

p ro p o s e d by Y eager* H o m e -sc h o o l-c o m m u n ity r e l a t i o n s s h o u ld f i n a l l y becom e a c o o p e r a t i v e e n t e r p r i s e * I t m ig h t be d e f i n e d a s th e d e v e lo p m e n t o f th o s e r i g h t f u l r e l a t i o n s h i p s w h i c h s h o u l d e x i s t b e t w e e n t h e home a n d t h e s c h o o l o n t h e one h a n d , a n d b e tw e e n th e hom e, th e s c h o o l , a n d t h e c o m m u n i ty o n t h e o t h e r , w h e r e t h e e d u c a t i o n a n d s o c i a l w e l f a r e o f t h e c h i l d i s c o n c e r n e d *12 (5 ) H ic k e y f u r t h e r of o rg a n iz a tio n s

o f p u b lic

m ost t y p i c a l ty p e i s sc h o o ls

Is d ire c to r

p o in ts

o u t t h a t of th e s ix

school r e la tio n s

ty p e s

p ro g ram s, th e

t h a t w here t h e s u p e r i n t e n d e n t o f o f t h e p rog ram *

( 6 ) The c r i t e r i o n u n d e r l y i n g t h e d i r e c t i o n o f p u b l i c s c h o o l r e l a t i o n s a re (a ) n eeds and sh o rtc o m in g s o f th e c o m m u n ity s h o u l d b e u n d e r s t o o d i n d i r e c t i n g p u b l i c s c h o o l r e l a t i o n s ; (b ) e d u c a tio n s h o u ld be th e s o c i a l p r o c e s s b y w h i c h t h e c h i l d c o m e s t o s h a r e m o r e a n d m o re i n t h e t o t a l c o m m u n i ty c o n s c i o u s n e s s o f w h i c h h e i s a p a r t ; a n d ( c ) s o c i a l a g e n c i e s o f t h e c o m m u n ity s h o u l d be u n d e rs to o d a n d u s e d in th e p ro g ram t o m eet th e needs o f th e c h ild re n * (7 ) E ig h t o b j e c ti v e s , a c c e p ta b le to n in e ty p e rc e n t o f th e d i r e c t o r s o f th e c i t i e s a r e , to (a ) in fo rm th e p u b l i c a s t o t h e w ork o f t h e s c h o o l s ; ( b ) t o e s t a b l i s h c o n f i d e n c e ; {c } t o r a l l y s u p p o r t f o r p r o p e r m a i n t e n a n c e o f th e e d u c a tio n a l program ; ( d } to d e v e lo p a w are n ess o f

H A* B . M o e h lm a n , S o c i a l I n t e r p r e t a t i o n D* A p p l e t o n - C e n t u r y C o m p a n y , 1 ^ 3 8 7 p ", S’BT

(Hew Y o r k :

12 W i l l i a m A* Y e a g e r , Home- S c h o o 1 - C o m m u n i t y R e l a t i o n s (P itts b u rg h : U n i v e r s i t y o f P i t t s b u r g h P r e s s , 1 9 3 9 ) p* 4*

38 th e im p o rta n c e of e d u c a tio n i n a dem o cracy ; ( e ) to im p ro v e t h e p a r t n e r s h i p c o n c e p t b y u n i t i n g t h e p a r e n t s a n d t e a c h e r s i n m e e tin g th e e d u c a t i o n a l n e e d s o f th e c h i l d r e n ; ( f ) t o i n t e g r a t e t h e home* t h e s c h o o l * a n d t h e c o m m u n i ty i n i m p r o v i n g t h e e d u c a t i o n a l o p p o r t u n i ­ t i e s f o r a l l c h i l d r e n ; (g ) to e v a lu a te th e o f f e r i n g o f th e s c h o o ls i n m e e tin g th e n e e d s o f th e c h i l d r e n o f t h e c o m m u n ity ; a n d ( h ) t o c o r r e c t m i s u n d e r s t a n d i n g s a s t o t h e a im s a n d t h e a c t i v i t i e s o f t h e s c h o o l s . (8 )

The s t u d y f u r t h e r

or a g e n c ie s

o f p u b lic

show ed t h a t c e r t a i n a c t i v i t i e s

school re la tio n s

serv e p a r tic u la r

fu n c t i ons * n a m e ly , (a ) to in fo rm - a n n u a l r e p o r ts * h an d b o o k s, r e p o r t s to p a re n ts * s c h o o l p u b l ic a t i o n s , d ra m a tic s and m u s ic a ls , e x h i b i t s of c la s s ro o m w o rk , m in u te s an d r e p o r t s o f th e b o a rd o f e d u c a tio n ; ( b ) t o i n t e r p r e t - s t a f f h o u s e o r g a n , hom e v i s i t a ­ t i o n b y t e a c h e r s * r e p o r t i n g t o p a r e n t s on a t t e n d a n c e , h e a l t h , o r s o c i a l p ro b lem s o f p u p i l s , a d d r e s s e s t o c o m m u n i ty g r o u p s b y a d m i n i s t r a t o r s , t e a c h e r s * o r m em b ers o f t h e b o a r d o f e d u c a t i o n ; (c) p u b lic

to e v a lu a te - o p in io n p o l l s , p erfo rm an ces; and

a th le tic

c o n te sts*

(d ) to in te g r a t e - a c t i v i t i e s of P a re n t - T each er A s so c ia tio n s , se rv ic e c lu b s , p ro fe s s io n a l o rg a n iz a tio n s, an d a c t i v i t i e s o f a d m i n i s t r a t o r s an d te a c h e r s i n th e c o m m u n ity * As a r e s u l t

o f t h e f i n d i n g s H ic k e y recom m ended f i v e

m eth o d s i n a t t e m p t i n g of p u b lic

to d e te rm in e

school r e la tio n s .

o th e r s c h o o ls ,

(b )

o p in io n s

th e needs

p ro g ram

T h e s e w ere

(a)

c o m p a ris o n w ith

of e x p e rts,

(c)

su rv ey s

c o m m u n i ty t o d e t e r m i n e p o i n t s

of a tta c k ,

p r o f e s s io n a l and n o n -te a c h in g

e m p lo y ee s

d is tric t,

of th e

a n d (e ) r e a c t i o n s fro m th e

(d)

of

o p in io n s

of

of th e s c h o o l

c itiz e n s

and th e g roups

39 or o rg a n iz a tio n s

o f t h e c o m m u n ity *

th a t c o o p e ra tio n

o f c o m m u n ity g r o u p s c o u l d b e g a i n e d b y

th e p a r t i c i p a t i o n and to in te g r a te

o f s c h o o l p e o p le

t o w in g o o d w i l l *

tio n s

are

tio n s

p ro g ra m s be e m p lo y ed i n

sta n d a rd ,

i n c o m m u n i ty p r o g r a m s

t h e s c h o o l v i e w p o i n t a n d j o i n c o m m u n i ty

g r o u p s a s m e m b e rs

th a t q u a lifie d f u ll

p o p u la tio n ,

He f u r t h e r r e c o m m e n d e d

and th a t c i t i e s

H is f i n a l recom m enda­

tim e d i r e c t o r s c itie s

la rg e r

sm a lle r in

a n d t h a t w here p o s s i b l e

of p u b lic r e l a ­ th a n 100*000 i n

s i z e w ork to w a r d t h a t

th e g o a l o f th e

d ire c to r #

of p u b lic r e l a t i o n s

s h o u ld be b a s e d on a p h i lo s o p h y o f

^ c o o p e r a t i v e e n d e a v o r 11 • The S h i r l e y S t u d y * ty p e

of s tu d ie s ,

A n o th e r

c o m p l e t e d i n 1 9 4 6 a t L os A n g e l e s ,

o f G la u d is S h i r l e y , w h ic h i s O rg a n iz a tio n

«_1_L- a j - f a ■!- r.-1 w —I. n— ■

■ r w « l« li ■lirrrw

S y s t e m s *15 th e b a s ic

of th e r e c e n t su rv e y

r e p o r te d u n d er th e

o f P u b lic R e la tio n s - - i.- M i hi. —

II f

S h i r l e y u se d th e

in

title

The !>!■ IMIMIMII l f ‘T

c h e c k -lis t q u e stio n n a ire as

th e l i g h t

d a t a , w h ic h he th e n o f b a sic

w h ic h w ere d e te r m in e d f r o m th e l i t e r a t u r e F rom t h e s e

th a t

P rogram s i n L arg e S c h o o l

in stru m e n t to g a th e r h is

pro ceed ed to e v a lu a te

is

d a ta , h e so u g h t an sw ers

to

in

p rin c ip le s th e f i e l d .

such q u e stio n s as

th e

13 C l a u d i s S h i r l e y nT he O r g a n i z a t i o n o f P u b l i c R e l a t i o n s P r o g r a m s i n L a r g e S c h o o l S y s t e m s 11, ( a n u n p u b lis h e c T ~ ~ ’ "Soct; o i^ 7 d i s ' s e r l a t ' i o n / U n i v e r s i t y 6TT15 o u t h e r n C a l i f o r n i a , L os A n g e l e s , C a l i f o r n i a , 1 9 4 6 ) * 3 8 3 l e a v e s *

40 ty p e th e

o f p o l i c y u n d e r w h i c h t h e p r o g r a m w as b e i n g c o n d u c t e d , o rg a n iz a tio n

of th e d e p a rtm e n t o f p u b lic r e l a t i o n s ,

s e r v ic e s r e n d e re d by th e d e p a rtm e n t, in

th e

th e a g e n c ie s

p ro g ra m , a n d th e m eth o d s u s e d t o f i n a n c e The a n a l y s i s

a u th o r c l a s s i f i e d 1*

in

th e

in c lu d e d

th e program *

of th e stu d y re v e a le d r e s u l t s

w h ic h th e

th e fo llo w in g c a t e g o r i e s ;

P o lic y of p u b lic r e la tio n s

p ro g ram s*

S l i g h t l y l e s s t h a n tw o t h i r d s o f a l l t h e c i t i e s c o n d u c te d a c o n tin u o u s ty p e o f p ro g ram , w h ile 2 5 -3 0 p e r c e n t u s e d b o t h c o n t i n u o u s a n d c a m p a ig n t y p e s • O n ly tw e lv e p e r c e n t h a d p o l i c i e s w h ic h h a d b e e n f o r m a l l y a d o p te d by th e b o a rd , w h ile th e o th e rs fp llo w e d p o l i c i e s w h ic h h a d e v o lv e d . T he a u t h o r c o n c l u d e d f r o m t h e s e d a t a t h a t ( 1 ) a n o rg a n iz e d p ro g ram i s n e c e s s a r y a n d t h a t t h i s i s a s e r v i c e to w h ic h th e p u b lic i s e n t i t l e d ; (2 ) p u b lic r e l a t i o n s p ro g ra m s h a v e becom e a m a jo r f u n c t i o n o f s c h o o l a d m i n i s t r a t o r s ; a n d (3 ) s c h o o l s u p e r i n t e n d e n t s have n o t ta k e n th e i n i t i a t i v e i n h a v in g b o a rd s a d o p t a p o l i c y , fo rm a l s ta te m e n t o f w h ic h i s d e s i r a b l e . 2.

O rg a n iz a tio n f o r th e

p u b lic r e l a ti o n s

p ro g ram *

T he p r o g r a m s w e r e f o u n d o r g a n i z e d u n d e r f o u r p l a n s , as fo llo w s : ( a ) a d m in is te r e d by l i n e o f f i c e r s , (b ) a d m in is te r e d by a c o m m itte e o f a d m i n i s t r a t o r s a n d t e a c h e r s , ( c ) f u n c t i o n s o f t h e p ro g ra m c o m b in ed w i t h a n o t h e r d e p a r t ­ m ent i n th e l i n e a n d s t a f f o r g a n i z a t i o n , a n d (d ) s e p a r ­ a t e d i v i s i o n or d e p a rtm e n t i n l i n e an d s t a f f o r g a n iz a ­ tio n . O n ly n i n e p e r c e n t o f t h e c i t i e s h a d a f u l l tim e e m p lo y e e , w h ile a n o t h e r t e n p e r c e n t h a d p a r t tim e sp e c ia lis ts * I n 46 p e r c e n t , t h e p r i n c i p a l a c t e d a s th e p ro g ram r e p r e s e n t a t i v e o f th e i n d i v i d u a l sc h o o l* F o l l o w i n g a r e c o n c l u s i o n s a s s i g n e d b y t h e s t u d y * Ho d e f i n i t e p a t t e r n s o f o r g a n i z a t i o n w ere f o u n d t o e x i s t i n th e s c h o o l sy ste m s of th e U n ite d S t a t e s , f o r su c h a

41 program . I t m ust be o rg a n iz e d i n a c c o rd a n c e w i t h i t s s t a t u s as a m ajor a d m i n i s t r a t iv e s e r v ic e * The w o rk s h o u ld be i n th e h ands of a s p e c i a l i s t * r a t h e r th a n a s s ig n e d to o th e r departm ents* S c h o o l s do n o t m ak e a d e q u a te use of te a c h e rs and o th e r p e rs o n n e l i n p lan n in g th e program * S c h o o l sy stem s have n o t r e o r g a n i z e d th e fu n c tio n s of p u b lic rela tio n s.* Such re o rg a n iz a tio n w ould ta k e fro m th e o th e r d e p a r tm e n ts a g e n c ie s w h ich a re u sed f o r p u b lic r e l a t i o n s purposes* 3*

S erv ices

of th e d ep artm e n t.

Hone o f t h e s c h o o l s y s t e m s h a v e d e v e l o p e d a d e q u a t e l y an d s y s t e m a t i c a l l y th e phase of p u b lic r e l a t i o n s program w h i c h comes u n d e r t h e h e a d i n g o f s e r v i c e s * In p r a c t i c e th e co n cep t of p u b lic r e l a t i o n s i s c e n te re d around the g iv in g of in f o r m a tio n p u r e ly f o r the b e n e f i t of s e l f g ain * T his c o n c e p t i s narrow a n d , i f p u b l ic r e l a t i o n s i s t o be a tw o-w ay p r o c e s s , e x p a n s io n o f t h i s id e a i s necessary. The s c h o o l s h o u l d r e n d e r a n y s e r v i c e p o s s i b l e t o t h e com m unity o f w h ic h i t i s a p a r t . 4*

A gencies

of th e program .

(a) S c h o o l sy ste m s r e c o g n iz e t h a t th e l o c a l new s­ p ap ers a r e v a lu a b le to a p u b lic r e l a t i o n s program and u s e them e x t e n s i v e l y . ( b ) The c e n t r a l o f f i c e i s a c t i v e i n t h e c l e a r a n c e o f c e r t a i n t y p e s o f news f o r t h e l o c a l new spapers, a lth o u g h n o t a l l a r t i c l e s a re ro u te d through t h is ch an n e l. ( c ) The s c h o o l s s e e m t o f o l l o w t h e d e s i r e s o f t h e l o c a l n e w s p a p e r s r e g a r d i n g t h e p r e p a r a t i o n o f news fo r p rin t* (d) S tu d e n t p u b lic a tio n s a re u se d as a p a r t of th e p u b lic r e l a t i o n s program , b u t th e p u b lic r e l a t i o n s d e p a r t m e n t s e r v i n g i n an a d v i s o r y c a p a c i t y c o u l d im prove th e p u b l i c a t i o n s a s p u b lic r e l a t i o n s m edia and be of s e rv ic e to a d v iso rs and s tu d e n t s t a f f s , ( e ) Ho c o n c e r t e d e f f o r t i s b e i n g made t o c a p i t a l i z e u p o n t h e i n t e r e s t s or to be of s e r v ic e to th e P a ren t-T ea ch e r o r g a n iz a tio n s • ( f ) F u r t h e r u se of a g e n c ie s of p u b lic r e l a t i o n s program c o u l d be a c c o m p l i s h e d b y p l a c i n g them u n d e r t h e d i r e c ­ to r „ of the program , (g) In g e n e ra l, a d m in is tra to rs a re c o n s c io u s o f v a r i o u s a g e n c ie s w hich a r e e f f e c t i v e i n a p u b l i c r e l a t i o n s p r o g r a m , b u t t h e y a r e n o t u s i n g them f o r the g r e a t e s t g o o d . 5.

F in an cin g

t h e program *

School boards have not seen f i t

to provide a budget

42 nor p ro v id e s u f f i c i e n t funds t o conduct an a d eq u ate p u b lic r e l a t i o n s program . C osts a re o f te n c h a rg e d e ls e w h e re a n d d e t a i l s o f e x p e n d i tu r e s a r e n o t known. A fte r stu d y of the f in d in g s made r e c o m m e n d a t i o n s A b rief tio n s

is

and c o n c lu sio n s,

i n e a c h of th e sam e f i v e

S h irley

categ o ries.

summary of t h e more i m p o r t a n t o f t h e s e re c o m m e n d a ­ in d ic ate d

in

the fo llo w in g s ta te m e n ts .

1. P o l i c y - The b o a r d o f e d u c a t i o n s h o u l d a d o p t a p o l i c y b a se d upon recom m endations of th e s u p e r i n t e n d e n t , w hich s h o u ld p ro v id e a c o n s t a n t s tre a m of in f o r m a tio n to the p u b lic . 2. O rg a n iz atio n - A se p a ra te departm ent, o rg an ized i n l i n e an d s t a f f o r g a n i z a t i o n w ith a f u l l tim e d i r e c ­ t o r who i s a s p e c i a l i s t i n t h e f i e l d , s h o u l d b e p l a n n e d . He s h o u l d b e d i r e c t l y a c c o u n t a b l e t o t h e s u p e r i n t e n d e n t . A dequate a s s i s t a n c e an d o p p o r t u n i t y f o r d e m o c ra tic p r a c ­ t i c e s s h o u ld be p r o v id e d . 3. S e rv ic e - E n te rta in m e n t s e r v ic e s sh o u ld be pro v id ed fo r o u t-o f-s c h o o l g ro u p s. A ll p r in tin g should be c o o r d in a te d . A ll d i s t r i c t p u b lic a tio n s sh o u ld i n ­ clu d e p a r t i c i p a t i o n by th e d e p artm e n t. 4. P r i n c i p l e s f o r a g e n c i e s - A l l s c h o o l new s s h o u l d c l e a r th ro u g h th e p u b lic r e l a t i o n s d e p a rtm e n t, w hich sh o u ld fo llo w d e s i r e d p o l ic y of new spapers i n p r e p a r a ­ t i o n of t h e i r copy. Hews s h o u l d b e d i s t r i b u t e d t o a l l p a p e r s on a n e q u a l b a s i s . The p u b l i c r e l a t i o n s d e p a r t ­ ment sh o u ld a c t in an a d v is o r y c a p a c ity f o r s tu d e n t p u b l i c a t i o n s , a l t h o u g h t h e news s h o u l d be p r e p a r e d by the s tu d e n ts . House o r g a n s , h a n d b o o k s , s u p e r i n t e n d e n t s r e p o r t s , an d o th e r r e p o r t s s h o u ld be done ? ;ith th e co o p e ratio n of th is departm ent. An o r g a n i z e d p r o g r a m o f p u b l i c r e l a t i o n s s h o u l d be p l a n n e d f o r t h e P a r e n t Teacher o r g a n iz a tio n s . The p u b l i c r e l a t i o n s d e p a r t m e n t s h o u l d u t i l i z e m em bership o f sc h o o l, p e r s o n n e l i n th e v a r i o u s o r g a n i z e d com m unity g r o u p s . R ad io p ro g ra m s, m o tio n p i c t u r e s , program s, p h o to g rap h s, c i r c u l a r s , p o s t e r s , an d p am phlets a r e a g e n c ie s of p u b lic r e l a t i o n s * 5. F i n a n c i n g - F i n a n c i a l s u p p o r t s h o u l d come f r o m th e s c h o o l b u d g e t, w hich s h o u ld p ro v id e f o r th e e f f e c t i v e

43 u se of a l l of th e a g e n c ie s of th e p u b lic r e l a t i o n s program . P u b l i c a t i o n s o f m e r i t s h o u l d be p l a c e d on s a l e th ro u g h th e p u b lic r e l a t i o n s program . A S t u d y o f t h e T h e o r y a n d Some

T h e Hagm an S t u d y . Present P ractices is

th e

title

in School P u b lic R e la tio n s A d m in is tra tio n

of the

s t u d y made b y H a r l a n L a w r e n c e H a g m a n . 3-4

The s u r v e y t e c h n i q u e wa s e m p l o y e d b y Hagman i n

the a n a ly s is

o f 529 s c h o o l s w h i c h w e r e r e c o m m e n d e d a s h a v i n g p u b lic r e l a t i o n

program s

in

th e v a rio u s

sta te s

ou tstand in g of the

H is f i n d i n g s a r e r e p o r t e d u n d e r f i v e h e a d i n g s . A

n atio n .

summary o f t h e s e f i n d i n g s 1.

is

P u b lic r e la tio n s

em phasis of s o c i a l a s p e c ts

as fo llo w s : o b jectiv es

- The t r e n d i s

tow ard

of e d u c a ti o n , w hich has been

b ro u g h t about by a b ro ad en in g

of th e c u rricu lu m *

The s c h o o l

program h as b een e x te n d e d upw ard i n age g ro u p a n d ou tw ard in to

t h e com m unity.

The s c h o o l s a r e

com m itted to a program

of s o c i a l b e tterm e n t* 2.

P u blic r e l a t i o n s

p rin cip le s

s h o u l d be a n a t t e m p t t o e n l i s t a l e n te rp rise . re la tio n s

co o p eration in

Among o t h e r t h i n g s

s h o u l d be c o n t i n u o u s ,

- P u b lic r e l a t i o n s the e d u c a tio n ­

t h e p ro g ram of p u b l i c

straig h tfo rw ard ,

tru th fu l

a n d n o t p r o p a g a n d a , r e a c h t h e w hole com m unity, h a v e p r o p e r

^ H a r l a n L a w r e n c e H a g m a n , !l4 S t i i d y o f t h e T h e o r y a n d Some P r e s e n t P r a c t i c e s i n S c h o o l P u b l i c R e l a t i o n s A d m i n l s t r a ‘t ' i o h n , ' ( u n p u b l i s h e d D o c t o r " f a ' d l s s e r t a t i o n , H o r t h w e s t e r n U n i v e r s i t y , 1 9 4 7 ). 631 l e a v e s .

and w e ll- th o u g h t- o u t long and s h o r t - t e r m

o b je c tiv e s , have

p ro v isio n s

f o r e v a lu a tio n and r e p la n n in g ,

d em ocratic

co n cep ts,

be b a s e d

on

and em phasize th e e d u c a tio n a l a s p e c ts

of the s c h o o l. 3*

Purposes

p u b lic r e la tio n s

of p u b lic r e l a t i o n

as

- The p u r p o s e s

i n d i c a t e d b y Bagman w e r e

support f in a n c ia lly

a n d e d u c a t i o n a l l y , (b)

acco u n tin g , because

it

it

is

is

t h e p u b l i c fs

a n e c e s s i t y in a dem ocracy,

t i o n a l program by i n t e r p r e t i n g d esires, im prove

(d) the

lead ersh ip 4.

t o prom ote th e

to g ain

t o make a n

r i g h t and because

(c)

to f u r th e r

th e eduea

th e co m m u n ity ^ needs and

p a rtn e rs h ip co n ce p t,

com m unity, a n d ( f )

(e)

to

to e s ta b lis h ed u catio n al

in a changing c u l t u r e . M e an s o f p u b l i c r e l a t i o n s

p u b lic r e la tio n s

w ere

(a)

-

L i s t e d a s means

of

p u b l i c a t i o n w hich i n c l u d e d th e

lo c a l new spaper, school p a p er,

s c h o o l a n n u a l , news l e t t e r s

stu d e n t handbooks, and an n u al r e p o r t s , serv ices

(a)

of

(b) e x te n sio n

such as e x t r a - c u r r i c u l a r a c t i v i t i e s ,

tio n and v o c a tio n a l tr a in in g and guidance,

a d u lt educa­

and (c)

sp ecial

o c c u r r e n c e s w h i c h i n c l u d e d t h e A m e r i c a n E d u c a t i o n Week, com m encem ents, s c h o o l - m a d e m o v ie s , r a d i o , a n d com m unity surveys» 5.

A gents of p u b lic r e l a t i o n

is resp o n sib le

for

- The s u p e r i n t e n d e n t

the p u b lic r e l a t i o n s

program .

How ever,

45 the b u ild in g

p r i n c i p a l is m ost s i g n i f i c a n t as an agent*

O ther im p o r ta n t a g e n ts ist,

the

in clu d e

the p u b lic r e l a t i o n

R arent-T eacher A s s o c ia tio n , and th e

Sum m ary o f l i t e r a t u r e * rep o rted in

th is

stu d y are

1.

S tu d ies

sp ecial­

teach er*

In v estig a tio n s

w hich w ere

of se v e ra l ty p es. t h a t a re c o n cern ed w ith the g e n e r a l

s u b j e c t of n e w sp a p er p u b l i c i t y p r e s e n t t h e i r recom m enda­ tio n s

in

the a re a

of p rin cip le s

and p r a c t i c e s w hich sc h o o ls

m ig h t f o l l o w i n m ak in g t h e i r n e w s p a p e r p u b l i c i t y more effe ctiv e . 2*

S t u d i e s w hich s o u g h t t o d e te rm in e th e p u b l i c s

o p in io n a n d know ledge of t h e p u b l ic im p o rtan ce

of the r e s p o n s i b i l i t y

i n th e d e v elo p in g 3*

sc h o o ls s t r e s s e d the

of e d u c a tio n a l le a d e r s h ip

of an e n lig h te n e d p u b lic*

In v e stig a tio n s

w h ic h w ere aim ed a t

stu d y in g

the

p a r t n e r s h i p c o n c e p t o f s c h o o l a n d com m unity, p o i n t o u t t h e g eneral u sefu ln ess and d ev ices f o r 4.

t e c h n i q u e , a s w e l l a s m ethods

im proving th e p a r t n e r s h i p co n cep t* L itera tu re

school re la tio n s resu lte d

of th is

in

program a re

o f two t y p e s .

th e dev elo p m ent of i n s tr u m e n ts

w hereby th e p u b lic r e l a t i o n s second group of th ese of the

d e a lin g w ith the e v a lu a tio n

The f i r s t g r o u p and tech n iq u es

p r o g r a m m ay b e a p p r a i s e d *

s t u d i e s was c o n c e r n e d w i t h ' a

o v e r - a l l program of p u b lic

of p u b lic

The

survey

r e l a t i o n s . R ecom m endations

46 fro m th e e v a l u a t i o n a n d s u r v e y ty p e s t u d i e s w ere su c h a s offer

su g g estio n s

of b e s t e x is tin g

p rac tic es,

m ethods w hereby s c h o o ls m ig h t im prove e x i s t i n g re la tio n s

program s b y means o f f u r t h e r u s e

re la tio n s

p rin cip le s*

to

as w ell as p u b lic

school

o f sound p u b lic

CHAPTER I I I

A POLL OP EXPERT OPINION TO DETERMINE RELATIVE VALUE OF PUBLIC RELATIONS A C T IV IT IES AND BEST SOURCES OP APPRAISAL FOR EACH Need t o d e v e lo p a p p r a i s a l f o rm s.

I n o r d e r t o m ake

any o b jec tiv e

ev alu atio n

of such a f a c t o r as

re la tio n s,

is

th at

it

obvious

sch o o l-p u b lic

some t y p e o f m e a s u r e m u s t b e

used*

W hile s e v e r a l i n s t r u m e n t s h a v e b e e n u s e d e x p e r i m e n ­

ta lly ,

n o m easvires a r e a t p r e s e n t a v a i l a b l e

re c e iv e d w id e-sp read a cc ep tan c e.

H ence i t became n e c e s s a r y

to d e v e lo p an a p p r a i s a l form to m easure m ation f o r

the

u s e d m ust m easure as

tio n s . teria review

the d e s ir e d i n f o r ­

s tu d y u n d er ex am in atio n *

F o r m b a s e d on o t h e r f i n d i n g s »

teristics

w hich have

Any i n s t r u m e n t t o b e

o b je c tiv e ly as p o s s ib le

or a c t i v i t i e s

those c h a ra c ­

w h i c h make f o r g o o d p u b l i c r e l a ­

S t u d i e s h a v e b e e n m ade w h i c h h a v e e s t a b l i s h e d c r i ­ f o r good p u b lic r e l a t i o n s . of th ese c r i t e r i a ,

R a t h e r t h a n make a l e n g t h y

the r e s u l t s

a n d w h ic h h a v e become t h e b a s i s

a s f o u n d b y M i l l e r , 3*

o f a s i m i l a r A p p r a i s a l Form

d e v e l o p e d b y h im , were a l s o a c c e p t e d a s b a s i c The A p p r a i s a l Form w h i c h M i l l e r

3- D e l m a s F e r g u s e n program of P u b lic School S a s s e rB a B T o n ,'V n lv e rs fty P e n n s y lv a n ia , 1 9 4 3 .) 291

to th is

study*

developed as a r e s u l t

M i l l e r ; ttAn A p p r a i s a l T e c h n i q u e f o r R e l a t i o n s " ^ ('u n p u b 11 s"he d D o c t o r ' s o f P itF slS u rg h , P i t t s b u r g h , leav es.

48 o f lais s t u d y ,

a l t h o u g h som ewhat l e n g t h y ,

a d e q u a te form s o b jec tiv ely *

to m easure p u b lic

rela tio n s

one o f t h e fe w of a school

T his A p p r a i s a l t h e n , as r e p r e s e n t i n g a m easure

of th e c r i t e r i a

for

p u b lic r e l a t i o n s ,

p o i n t f o r a r e v i s e d A p p r a i s a l F o rm * th is

is

s tu d y however to r e t e s t

and to ad ap t i t

became t h e s t a r t i n g I t was t h e

the item s

to sm a lle r h ig h sch o o ls

was a l s o f u r t h e r h o p e d t o

purpose

in

on t h e M i l l e r f o r m of C a lifo rn ia *

It

s i m p l i f y t h e f o r m a n d m ak e i t

p r a c t i c a l f o r p o p u la r co n su m p tion * T h e M i l l e r P o r m *^

The M i l l e r A p p r a i s a l Form h a s b e e n

used e x p erim e n tally in a stu d y sim ila r search*

to

th e p re se n t r e ­

The A p p r a i s a l F o r m h a s b e e n s u m m a r i z e d e l s e w h e r e

as th e r e s u l t o f 234 s e l e c t e d j u r o r s i n th e f i e l d o f p u b ­ l i c r e l a t i o n s , r e p r e s e n t i n g s c h o o ls o f e a c h s t a t e w hich ranked h ig h e s t acco rd in g to S ta te S u p erin ten d en ts of S chools w ith re g a r d t o p u b lic sc h o o l r e l a t i o n s * Each j u r o r wa s a s k e d t o r a t e a s e x c e l l e n t , g o o d , f a i r , o r o f no v a l u e , th o s e a c t i v i t i e s w ith w hich th e j u r o r h a d h a d e x p e r i e n c e am ong a l i s t o f 1 7 1 p u b l i c s c h o o l r e l a t i o n s a c t i v i t i e s su b m itted by M ille r The s c o r e

c a r d w h i c h was d e v e l o p e d f r o m t h e s e r a t i n g s

was s u b m i t t e d t o a num ber o f s c h o o l s a n d s c h o o l s y s t e m s , asking

th a t the a d m in is tra to r

2

Loc‘ C i t .

3 Supra

p . 32

of each school e v a lu a te

or

49 or a p p ra is e

the

p u b lic r e la tio n s

sch o o l or sch o o l sy stem .

T his

program or h is

in d iv id u a l

t h e n became a t e s t

of the

a c tu a l c o n s tru c te d m easure. The M i l l e r A p p r a i s a l F o rm i s m ent i n w hich a r e tie s, sets

liste d

171 p u b l i c

d iv id ed in to a p p ro p ria te

a type

school r e la tio n s

sectio n s

o f d o u b l e colum ns a r e p r o v i d e d f o r

th ese

item s.

a p p raisal sid ers b asic

One s e t

of th e se

of d u al a p p r a is e ­

and d iv is io n s . the

Two

e v a lu a tio n of

d o u b le colum ns i s f o r

of the v a rio u s a c t i v i t i e s ,

a c tiv i­

the

when t h e s c h o o l c o n ­

t h e p h i l o s o p h y o f ^ E d u c a t i o n a l I n t e r p r e t a t i o n 11 a s to i t s

p u b lic

rela tio n s

program .

The o t h e r s e t p r o ­

v i d e s f o r a s i m i l a r a p p r a i s a l when t h e s c h o o l h a s a c c e p t e d th e p h ilo s o p h y term ed as t i o n tt.

Each of th e se

^ C h ild - c e n te r e d m utual c o o p e ra -

d o u b le colum ns h a s

l i s t e d fo r each

i t e m o r a c t i v i t y a maxim um p o i n t v a l u e a s d e t e r m i n e d b y t h e p o ll of ex p ert o p in io n .

Space is

a p p ra is a l of any p a r tic u la r tio n sh ip

to

th e n p r o v id e d where th e

s c h o o l m i g h t b e made i n r e l a ­

t h e s e m axim um v a l u e s .

The p r e l i m i n a r y a p p r a i s a l f o r m f o r C a l i f o r n i a H ig h S ch o o ls.

In

the c o n s tr u c tio n

of a r e v i s e d form f o r

s tu d y of C a li f o r n ia h ig h s c h o o ls , or a g e n c ie s affected , in to

some 1 5 0 v a r i e d a c t i v i t i e s

th ro u g h w hich s c h o o l p u b l i c r e l a t i o n s

w ere l i s t e d .

These a c t i v i t i e s

th ree g en eral s e c tio n s ,

the

sim ilar

to

m ight be

w ere c l a s s i f i e d the c l a s s i f i c a t i o n

50 m a d e b y Miller The f i r s t

s e c tio n in clu d ed a c t i v i t i e s

i n i t i a t e d from w ith in th e school* d iv id ed in to

T his

f o u r g r o u p s , nam ely (1)

com m unity a c t i v i t i e s

w hich w ere

sectio n

i n t u r n was

p a rticip a tio n

in

by th e sc h o o l a d m i n i s t r a t i o n ,

s t a f f and n o n -p ro fe s sio n a l s t a f f , u n c la ssified a c tiv itie s ,

teach in g

(2) p u b lic a tio n s ,

and (4) p u p il a c t i v i t i e s

(3)

in school

a n d com m unity* The s e c o n d g e n e r a l s e c t i o n d e a l t w i t h p u b l i c re la tio n s

a c tiv itie s

school

w hich r e s u l t e d fro m c o o p e r a tiv e r e l a v

t i o n s h i p b e tir e e n s c h o o l a n d com m unity g r o u p s * th is

c a t e g o r y w ere s u c h s u b - d i v i s i o n s a s

groups

of paren ts

sh ip s,

(2)

fo r fu rth erin g

com m unity g r o u p s

celeb ra tio n s

(1)

G-iven i n o rg an ized

school-com m unity r e l a t i o n ­

o rg a n iz e d by th e s c h o o l,

o f s p e c i a l weeks a n d o c c a s i o n s , a n d (4 )

(3) school

p ro fe s sio n a l o rg an isatio n s* P ublic

school r e la tio n s

a c tiv itie s

th e e d u c a tio n a l program of o r g a n iz a tio n s s c h o o l w ere c o n s i d e r e d i n of t h is

sectio n

in clu d ed

re su ltin g o u tsid e

th e t h i r d s e c tio n .

program s

of church g ro u p s,

^ Delxnas M i l l e r

(3)

(2)

of se rv ic e

ed u catio n al

c h arac ter b u ild in g

op. c i t *

of th e

F u rth e r groups

(1) e d u c a ti o n a l program s

c l u b s a n d c o m m u n i t y women*s o r g a n i z a t i o n s ,

from

and w elfare

51 o rg an izatio n s, groups,

(5)

(4)

e d u c a tio n a l program s of g o v ern m en tal

o t h e r com m unity g r o u p s , a n d ( 6 ) b u s i n e s s a n d

in d u stry . A co m p lete copy of t h i s re la tio n s

p re lim in a ry p u b lic

f o r m h a s b e e n made a p a r t

E x p e rt Q pinion P o l l e d . form as s u g g e s te d e a r l i e r m easu rem en t. lish ed fo r

is

of th e ap p en d ix .

The p u r p o s e

in

th ere fo re

of an a p p r a i s a l

to

o f f e r a means o f o b j e c t i v e

To d o t h i s , u n i t s

o f m e a s u re s m u st be e s t a b ­

th e v ario u s a c t i v i t i e s

or ite m s

The h y p o t h e s i s was a c c e p t e d t h a t n o t a l l v alu e

school

th e m a tte r

of p u b lic

ite m s w ere of e q u a l

re la tio n s•

o b tain ed to e s ta b lis h

t o be r a t e d .

E x p e r t o p i n i o n was

th ese r e l a t i v e

v a lu e s.

A j u r y o f t w e n t y men w a s s e l e c t e d t o a c t a s e x p e r t s . T en o f t h e men w e r e o r h a d b e e n s c h o o l a d m i n i s t r a t o r s a n d were r e c o g n i z e d

th ro u g h o u t C a lif o r n ia f o r t h e i r

and background in other

of p u b lic

t e n m en w e r e e m p l o y e d a s

in the la r g e r sor,

the a re a

c itie s

school re la tio n s .

d irec to rs

of C a lifo rn ia .

in te re st The

of p u b lic r e la tio n s

One U n i v e r s i t y p r o f e s ­

engaged in a s tu d y of p u b lic r e l a t i o n s ,

as an a l t e r n a t e ,

w hen o n e o f t h e f i r s t

excused from th e

stu d y .

wa s s e l e c t e d

tw e n ty a s k e d t o be

The p r e l i m i n a r y a p p r a i s a l f o r m was s e n t t o e a c h o f th ese

ju ro rs,

accom pan ied w i t h a l e t t e r

of e x p la n a tio n

th e s tu d y , a s w e ll as a page of d i r e c t i o n s

of

on how t o u s e

52 t h e a p p r a i s a l form * th e item s p o ssib le

E a c h j u r o r wa s a s k e d t o r a t e

of th e form a cc o rd in g

to

its

rela tiv e

good school p u b lic r e la tio n s *

e a c h i t e m was f r o m 3 - 0*

each of

v alu e

tow ard

The r a n g e f o r r a t i n g

A maximum c o n t r i b u t i o n t o w a r d

g o o d s c h o o l p u b l i c r e l a t i o n s was t o b e i n d i c a t e d b y p l a c i n g a 3 a fte r p lacin g

the

i t e m , a g o o d c o n t r i b u t i o n was t o b e s h o w n b y

t h e number 2 a f t e r

the ite m ,

s l i g h t c o n t r i b u t i o n was

t o be r e p r e s e n t e d by t h e number 1 , a n d a n 0 m e a n t t h a t t h e i t e m e i t h e r m ad e o n l y v e r y l i t t l e

or no c o n tr i b u ti o n

in

th e

field * Jurors* w ere a l s o r e q u e s t e d t o a d d a n y i t e m w h ic h t h e y f e l t had been o m itte d from th e

list

p r e lim in a r y a p p r a i s a l form s e n t t o A lso ,

the

ju ro rs

of a c tiv itie s

in the

them*

w ere a s k e d t o ch ec k t h e

type

of

p e r s o n s whom t h e y c o n s i d e r e d m o s t c o m p e t e n t t o a p p r a i s e v ario u s a c t i v i t i e s c la ssifica tio n

of the

of th ese groups

in te n d e n t of school* s istrato r, the

(3)

sch o o l p u b lic r e la tio n s *

th e

o ffice,

teach in g

in clu d ed

(1)

the

th e

The

co u n ty s u p e r­

(2)

the

l o c a l s c h o o l adm in­

staff,

(4)

th e stu d e n ts ,

and (5)

la y p u b lic* Most o f th e

t w e n t y j u r o r s m a d e som e r e s p o n s e

q u e s t i o n n a i r e , a lth o u g h a l l d id n o t com plete an aly sis*

F ollow -up l e t t e r s

not respond.

w ere s e n t

to the

th e form fon

t o t h o s e who d i d

S i x t e e n s a t i s f a c t o r y r e s p o n s e s w ere r e c e i v e d

53 from th e

ju ro rs,

alth o u g h

one was r e c e i v e d t o o l a t e

in c lu d e d in th e c o m p ila tio n used in

th e case

of those

w ere c o n s i d e r e d b o r d e r a g r e e m e n t am o n g t h e of th ese resp o n se s

of a l l

lin e

cases by v irtu e

th e

T able

of the r e s u l t s

rela tio n s

oth er a c t i v i t i e s

of lack of

of p a r tic ip a n ts .

of E x p ert O p in io n .

The

wa s made s o t h a t e a c h i t e m c o u l d

be s e p a r a t e l y a n a ly z e d an d s t u d i e d . sch o o l p u b lic

tab u latio n

I shows t h e b r e a k d o w n

tw o g r o u p s

T ab u latio n of responses tab u latio n

I t was h o w e v e r

ite m s w hich a f t e r

ju ro rs. in to

scores.

to be

a c tiv itie s

In

t h i s way d o u b t f u l

c o u ld be e lim in a te d and

be g iv e n a d e f i n i t e

score

or v a lu e .

The

r a t i n g g iv e n e a c h ite m or a c t i v i t y by e a c h i n d i v i d u a l ju r o r was r e c o r d e d .

The a v e r a g e s c o r e w a s c o m p i l e d f o r

p u b lic r e la tio n s

e x p e r t s who h a d r e s p o n d e d t o t h e

n a ire .

4 s e c o n d a v e r a g e was c o m p u t e d f o r

retu rn s

of the sch o o l a d m in is tr a to r s .

d e t e r m i n e d f ro m t h e mean o f t h e average, th o se

knovm a s

item s

fore

o m itted ,

to the

q u estio n ­

each ite m from th e

4 f i n a l a v e r a g e wa s

to ta l scores.

i n w hich few er th a n f i f t e e n

a s r e t u r n e d fro m a few o f th e

v alu e

seven

An a d d i t i o n a l

t h e r e v i s e d a v e r a g e , was c o m p u te d f o r

Some i t e m s h a d b e e n o m i t t e d i n

t h e y were

the

ju ro r.

ju ro rs had responded.

s e v e r a l o f the a p p r a i s a l form s ex p erts.

Due t o t h e f a c t

th at

s u c h a n i t e m i n d i c a t e d one o f d o u b t f u l In th e f i n a l

t a b u l a t i o n i t was t h e r e ­

sco red 0 and averaged a c c o rd in g ly .

54

TABLE I JURY PARTICIPATION.I N .POLL. OF, EXPERT OPINION

L e tte r s sen t

R e sp o n se s r e c e iv e d

P u b lic r e l a t i o n e x p e rts

10

7

70$

S chool a d m in is tr a to r s

10*

9**

90$***

T o ta l

20

16**

£0$***

P a r tic ip a n t

P er cent p a r tic ip a tio n

* One j u r o r w as s u b s t i t u t e d i n t h i s c l a s s i f i c a t i o n a f t e r one o f th e o r i g i n a l t e n a s k e d t o b e e x c u s e d . ** One r e s p o n s e w as n o t r e c e iv e d i n tim e f o r t a b u l a t i o n , le a v in g o n ly & an d 15 r e s p o n s e s r e s p e c t i v e l y i n t h i s c o lu m n . *** O n ly &0$ an d 75 $ r e s p e c t i v e l y w ere a v a i l a b l e f o r c o m p ila tio n .

55 The s t a n d a r d d e v i a t i o n was d e t e r m i n e d f o r the f i n a l averages of the error

or r e v i s e d a v e ra g e s .

The r e l i a b i l i t y

j u r o r a n s w e r s wa s o b t a i n e d b y c o m p u t i n g t h e s t a n d a r d o f t h e mean f o r e a c h o f t h e s e

d eterm in in g i t

to th e

411 a v e ra g e s

.01 l i m i t o f a c c u r a c y o f th e m ean.

as

m ake a f i n a l a p p r a i s a l , each f i n a l average and a l l

same two a v e r a g e s ,

w ere com puted t o

d re d th of a f r a c t i o n

m als fro m

w ith an approxim ate

In order

to

ten p o in t ra n g e ,

o r r e v i s e d a v e r a g e was m u l t i p l i e d b y f o u r

D ecim als from

.26 t o

t h e n e a r e s t one h u n ­

expressed in d ecim als.

d e c im a ls w ere ro u n d e d o f f t o

h a l f number •

(i),

each of

*0 1 t o

*25 w e r e d r o p p e d , d e c i ­

.7 5 w ere c h a n g e d t o

and decim als from

.76 t o

t h e n e a r e s t w hole or

the f r a c t i o n

.9 9 w ere r a i s e d t o

one h a l f the n e x t

w hole number h i g h e r • D e s c r ip tio n of T ables used in r e p o r tin g r e tu r n s the p o l l

of e x p e rt o p in io n as

rela tio n s

a c tiv ity .

b e s t be se e n i n sim ilar

P ublic r e l a t i o n s le ft

a c tiv itie s

colum n i s

seven p u b lic th e average

of th ese

shown t h e a v e r a g e ex p erts,

w hile

of p u b lic

tab u latio n s

ca,n

- XV a r e

is h ere g iv en .

or a g e n c i e s a r e

fo llo w e d , by a s e r i e s

re la tio n

v alu e

S ince T ab les I I

a g eneral d escrip tio n

of each t a b l e ,

th e f i r s t

The r e s u l t s

ta b u la r form .

in s ty le ,

to r e la tiv e

of

l i s t e d a t th e

of colum ns.

In

sc o re as g iv e n by th e t h e s e c o n d colum n g i v e s

of the e ig h t sc h o o l a d m in is tr a to r s ,

and the

56 t h i r d colum n Those ite m s are

shows t h e a v e r a g e

in w hich few er th a n f i f t e e n

starred *

tio n

o b tain ed fo r

ju ro rs responded

T h e ' a v e r a g e , h o w e v e r , was b a s e d o n a n a s s u m p ­

t h a t f i f t e e n r e s p o n s e s w ere r e c e i v e d ,

sponses b ein g d ev iatio n

scored z e ro .

the

th an th e sta n d a rd d e v ia tio n ,

score.

the r e s u l t s

I n colum n f i v e

is

of th e se

T his

Is

to g iv e a range

in

the score

th e M ille r form ,

shown f o r c o m p a r is o n o n l y .

tio n s

a c tiv itie s

p arts

of th e f i r s t

o f p o l l o f e x p e r t o p i n i o n on p u b l i c r e l a ­

i n i t i a t e d from w ith in sectio n

shown i n T a b l e s I I

rela tio n s

a c tiv itie s

sch o o l sy stem . of the

the n e a r e s t

4 s i x t h colum n l i s t s

item s w hich h ad a l s o b een l i s t e d

The r e s u l t s

are

tab u la­

colum n t h r e e b y

The n u m b e r wa s t h e n c h a n g e d t o

of ap p ro x im ate ly te n p o in ts*

S ince

g iv e n th e a d ju s te d

w h o le number or n e a r e s t h a l f n u m b e r, so a s

of those

th e s ta n d a rd

o f t h e m ea n was l e s s

T h i s wa s o b t a i n e d b y m u l t i p l y i n g

t h e number 4 .

o m itted r e ­

sh o w n i n c o l u m n t h r e e .

stan d ard e rro r

a r e n o t shown*

the

Column f o u r g i v e s

of th e a v e ra g e a s

in a l l in stan ces

tio n s

each ite m .

the s c h o o l.

The f o u r

of the p re lim in a ry a p p r a i s a l form

to V.

The s e c t i o n d e a l s w i t h p u b l i c

w hich a r e

i n i t i a t e d from w ith in the

Each ta b le r e p r e s e n ts

one o f t h e s u b d i v i s i o n s

sectio n . a.

a c tiv itie s.

P a rtic ip a tio n P art a of th is

o f s c h o o l p e o p l e i n community*

s e c tio n seeks

to ap p raise

the

57 TABLE I I

ANALYSIS OF JURY SCORES FOR THE PARTICIPATION IN COMMUNITY

I

Adjusted score

8 O 0

.61 .73

8.5 7 .0

.8 9

9 .0 4*5 4 .0

2.13 1.73 1.07

.74 .70 .96

8.5 7 .0 4 .5

8 .0 7 .0

1.13 1.13 .75

1 .4 * 1.53 1 .2

.76 .65 .87

5.5 6 .0 5*0

7 .5 6 .0

2.43 2.29 1.7

.88 1.25 .88

1 .6 1.73 1.27

.91 .81 1.03

6.5 7 .0 5*0

4 .0 3 .0

• • • • • ♦

2 .0 1.8 1.2

1 .0 .8 6 1.26

1 .0 * 1.03 1 .0 * *85 1 .0 1 .1

4 .0 4 .0 4 .0

3 .5 3 .5

• • • • • •

1.17 1 .0 1 .0

.88 .88 1 .0

•93* .89 .87* .8 4 .83* 1.05

3.5 3.5 3.5

3.5 1 .5

Public relations activity

1 . Service dubs Administration . . . . ♦ Teaching staff . . . . * Non-professional staff • 2 . Civic welfare organizations Administration . . . . . Teaching staff • • • • * Non-professional staff • 3 . Religious activities Administration . . . , • Teaching staff . . . . • Non-professional staff • 4* Fraternal activities Administration . . . . # Teaching staff . . . . • Non-professional staff • 5 . Labor activities Administration . . . . • Teaching staff . . . . • Non-professional staff • 6. Political activities Administration . . . . • Teaching staff . . . . • Non-professional staff * y

0

Standard deviation

2A1 *3 S

Average rate School admin­ istrator Average rate both groups

ACTIVITIES BY SCHOOL PERSONNEL

0

© £© O Cd .pi M U rH g 9 5 0 > CS «rt * 4 P i -P

• -• • • • •

2.29 2.13 2.14 1.25 .63 1*4-3

2.2 1.67 1.00

• • * • • •

2.4-3 1.88 2.14. 1.38 1.43 .75

• • • • • •

2 .0 2 .0 1.7

• • • • • •

*

U

-

-

—

—

—

* These numbers are revised averages based on a total of fifteen jurors. If no rating was given by a juror for any particular activity, it was scored zero and averaged accordingly*

58

TABLE XI (continued) ANALYSIS OF JURY SCORES FOR THE PARTICIPATION IN COMMUNITY

Adjusted score

Miller score

2 .0 2.14 1.71

1.5 1.38 .63

1.73 1.73 1.13

1.03 1.03 1.19

8 .0 8;0 4 .5

5.5 -

2 .0 2 .0 1.43

1.75 1.5 1 .2

1.87 1.73 1.33

.74 .71 1.12

7 .5 7 .0 4 .5

— -

2.71 2.14 1.57

2.25 1.63 .63

•66 10.0 2.46 .76 1.87 7 .5 1.07* 1.10 4 .5

9 .0 8 .0 -

2.14 2.29 1.43

1.88 1.63 .88

2 .0 1.93 1.13

4 .0 4 .5

•

o

H

7 . Social activities Administration . . . . • • • Teaching staff . . . . • • • Non-professional staff. • • * 8 . Community womens* groups Administration . . . . • • Teaching staff . . . . • • * Non-professional staff. • *■ • Public addresses on education­ 9. al topies Administration • ........ Teaching staff . . . . Non-professional staff. • • • Public addresses or other services on non-educational topics Administration . . . . . • • Teaching staff . . . . • • • Non-professional staff. • *

Standard deviation

*ublic relations activity

Average rate Public rela­ tions expert Average rate School admin­ istrator Average rate both groups

ACTIVITIES BY SCHOOL PERSONNEL

t

.76 .80 .74

8 .0 7.5 4 .5

**

* These numbers are revised averages based on a total of fifteen jurors. If no rating was given by a juror for any particular activity, it was scored zero and averaged accordingly.

59 p a rticip a tio n Ten t y p e s tie s, (4)

of sc h o o l p eo p le

of a c t i v i t i e s

(2) c iv ic

a c tiv itie s, (10)

w elfare

(1) s e r v ic e

a c tiv itie s, (5)

lab o r a c t i v i t i e s ,

(9) p u b lic a d d re sses

r e n d e r e d by ( a )

not included in

on n o n - e d u c a t i o n a l

d eterm in e

the sch o o l

of the s c h o o l,

w hich r e f e r r e d

and (c) to a l l

e m p l o y e e s , a s w e l l a s members o f t h e

by the non­

o th er

d istric t

school board.

I t w i l l be n o t e d t h a t p u b l i c a d d r e s s e s

on e d u c a t i o n a l

to p ic s by the school a d m in is tra tio n ran k ed h ig h e s t p art

of the a p p r a i s a l form , g iv e n f i r s t

p u b lic r e la tio n s to rs, item .

ex p erts

th e f i n a l sco re

for

p la c e by b o th th e

of te n p o in ts fo r

a g r e e d on p l a c i n g

serv ice

clu b s as

th e

c re a tin g good sch o o l p u b lic r e l a t i o n s ,

score

of 9 b ein g acco rd ed t h i s

two g r o u p s a g r e e d t h a t

in th is

as w e ll as by th e sc h o o l a d m in is tra ­

show ing a r a t i n g

B oth gro u p s a ls o

of a d m in istrato rs in

(b) by

w hich in c lu d e d a l l c e r t i f i c a t e d p e rs o n n e l

the a d m in is tr a tio n ,

p ro fessio n al s ta f f ,

and

each of above l i s t e d a c t i v i t i e s

th e a d m in is tra tio n

teach in g s t a f f ,

(6) p o l i t i -

( 8 ) c o m m u n i t y women*s

or o th e r s e rv ic e s

v alu e f o r

a c tiv itie s,

on e d u c a t i o n a l t o p i c s ,

The a p p r a i s a l f o r m s o u g h t t o

p u b lic r e la tio n s

clu b a c t i v i ­

(3) r e l i g i o u s

(7) s o c i a l a c t i v i t i e s ,

p u b lic a d d resses

to p ic s.

the

l i s t e d are

frate rn a l a c tiv itie s ,

cal a c tiv itie s,

i n com m unity a c t i v i t i e s .

item .

th is

the p a r t i c i p a t i o n second b e s t avenue w ith a f i n a l

In m ost a c t i v i t i e s

the c o n t r i b u t i o n o f th e s c h o o l

th e

60 a d m in istra tio n ranked h ig h er

th an d id e i t h e r

two g r o u p s , f o l l o w e d n e x t b y t h e the n o n -p ro fe s s io n a l s t a f f . ing s t a f f

in relig io u s

in

th ese

of th e

and f r a t e r n a l a c t i v i t i e s th an p a r t i c i p a t i o n

(2)

t o .t h i s

by th e adm in­

two a c t i v i t i e s .

p a r t in c lu d e d (1)

sp o rts a c t iv i t ie s ,

c o n s id e r e d , how ever, in

one

first

tea ch ­

was consid**

T h ree s u g g e s t i o n s w hich w ere g i v e n by th e ad d itio n s

o th er

s t a f f and th en by

The p a r t i c i p a t i o n

e r e d o f s l i g h t l y m ore v a l u e istrato r

teach in g

o f the

ju ro rs

p ro fessio n al a ttitu d e ,

a n d (3) r a d i o com m entators*

th a t th e l a s t

o f two o t h e r c a t e g o r i e s

as

I t was

two i te m s w ere i n c l u d e d

a lr e a d y m entioned, w hile

o n e was c o n s i d e r e d a s p a r t

of th e s e c tio n

the

d e a lin g w ith

school p ro fessio n al o rg a n isa tio n s. b. sectio n , types

P u b licatio n s, title d

p u b lic a tio n s,

of p u b lic a tio n s

is

fo r p aren ts,

(3)

of p a r t b of the

shown i n T a b le I I I ,

or b u lle tin s

T hese i n c l u d e d ( 1 ) news r e l e a s e s b u lle tin s

The a n a l y s i s

w ere

lis te d for

fo r p u b lic

new s b u l l e t i n s

to tea ch e rs

b u lle tin s,

(6)

s u p e r i n t e n d e n t 1s a n n u a l r e p o r t ,

rep o rts

th e school board,

(8)

s t u d e n t ’s h a n d b o o k ,

(10) p r i n t e d

stu d y ,

letters

(11)

sp ecific

stu d en t re p o rt card s,

(13)

sco ring* (2 ) news

to s tu d e n ts ,

news b u l l e t i n s

to

or house

press,

F ifteen

organs,

(5)

(4)

o t h e r news (7) r e g u la r

t e a c h e r ’s hand, b o o k ,

(9)

or d u p l i c a t e d c o u rs e s

or n o t i c e s . t o p a r e n t s

sch o o l new spaper,

(14)

(12) school

of

61

TABLE I I I

ANALYSIS OF JURY SCORES FOR PUBLICATIONS I ©

i

® I Public relations activity

15 5?

Is •si o u

c© o S3

©

s g* SP

©

H ^O o

.79 .89

10.5 8.5 7 .0

9.5 8*5

1.75

2.67 2.13 1.73

1.63 1.14 1.25

1.8 1.08 .87* .8 4 .6 4 1.13

7 .0 3.5 4 .5

7.5 8 .0

1.88 1.67* 1.06 1.38 1.27 .96 .71 1.5 1.73

6*5 5 .0 7 .0

6.5 8.5

.57

3 .0

3 .0

co o

f-i o . . © -p

I^ > o w ajJ JB *H

■«4 ©

!• News re le a se s Tor th e p u b lic p re ss .................. . 2 . News b u lle tin s to p a re n ts . . . 3 . News b u lle tin s to stu d e n ts . . 4 . News b u lle tin s to te a c h e rs o r house organs ......................... 5 . O ther news b u lle tin s . • « . • 6 . S up erin tend en t1s annual re p o rt 7 . R egular re p o rts to th e school board . . . . . . . . . . . . S . Teachers handboolc. • . • . . • 9 . S tudents handbook* • • • * • • 10* P rin ted o r d u p lic ated courses o f study * • * « « * * * * . . 11. S p e c ific l e t t e r s o r n o tic e s to p aren ts 12. Student re p o rt cards . . . . • 13* School newspaper • • • .■*■•■* 14. School Annual ......................... 15* A d v ertisin g in th e p u b lic p re ss

* See Table II.

2 .8 6

1*86 1 .7 2*0 1.0 1*0

1.43 1.14 2.0 1.0

s

*ri

*p % sf-l p •r-3 O •rt O «4 03

M r-i

2 .5 2 .3 8

.86

■8 •P ©

co'd .6 2

© ©

i ra

8 .0

2.13 1.86 1.63 2.43 1.88 1.5 1.5

2 .0 6

.80 .71 1.73 2.13 .7 4 1 .4 * 1*18

8*0

9 .0

7 .0 8.5 5.5

7 .0 5 .0

*66 1.5

1.07*

4 .5

5 .0

2*0

.7 4

8 .0

62 a n n u a l, a n d (15) a d v e r t i s i n g le g a l n o tices

part the

press

the p u b lic

as

of ju ro rs

s c o r e d news r e l e a s e s

t h e b e s t means f o r

of the a p p r a i s a l , sch o o l new spaper,

f o l l o w e d b y ne.v/s b u l l e t i n s sp ecific

stu d en t re p o rt card s,

board* the e r's

such as

Of l e s s e r

school ann u al,

le tte rs

or n o tic e s

to stu d en ts

and r e g u la r r e p o r ts

th e

in th is

to p a re n ts , to p a r e n ts ,

and to te a c h ­ to

th e sch o o l

im p o r ta n c e were c o n s i d e r e d th e v a lu e a d v ertisin g

in the p u b lic

handbook, and s u r p r is in g ly a ls o

annual rep o rt*

The p r i n t e d c o u r s e

of l e a s t v a lu e ,

w ith a score

t h e i t e m known a s

for

p u b lic r e l a ti o n s

s t u d e n t * s h a n d b o o k , news b u l l e t i n s ers,

press,

and b u dgets*

B oth groups p u b lic

in

press,

of

tea ch ­

th e s u p e r in te n d e n t’s

o f s t u d y was c o n s i d e r e d

of o n ly th re e g iv e n i t ,

w hile

n o t h e r n e w s b u l l e t i n s 11 w a s a s s i g n e d o n l y

5 .5 * c#

U n classified a c tiv itie s *

l i s t e d under

the h ead in g

shown i n T a b l e tie s

in clu d ed

IV .

of school ra d io p ictu res, (6)

(5)

of u n c la ss ifie d a c tiv itie s

The s i x

(1) r e c e p tio n

g e n e ra l appearance

S e c tio n one, p a rt

item s

in

th is

of v i s i t o r s

to

group of a c t i v i ­ the

of b u ild in g s and grounds,

program s,

d isp lay

is

school,

(5)

(2)

p ro d u ctio n

(4) p r o d u c t i o n of s c h o o l m o tio n

of p ic tu re s ,

pro m o tio n of sc h o o l fin a n c e

ch arts,

and p o s te rs ,

and

cam paigns*

A c lo s e agreem ent in th e s c o rin g

of these a c t i v i t i e s

63

TABLE XV ANALYSIS OF JURY SCORES FOR UNCLASSIFIED ACTIVITIES

* See Table II.

2 #7

2 .5

2 .6

.6 4

10.5

2.43

2.25

2.34

.62

9 .5

-M

1 .7

1.43

1.47*

.71

6 .0

8 .0

1 .8

1.29

1 .2 *

.87

5 .0

8 .0

1.56

1.38

1.47

.84

6 .0

6 .0

1.86

2 .0

1 .8 *

.87

7 .0

6.5

Miller score

Standard deviation

1 . R eception o f v is ito r s to school 2 . G eneral appearance o f b u ild in g s and grounds • • • . ..................... Production of school ra d io 3# programs . . . . . . . . . . . A. P roduction o f school m otion p ic tu re s • « • * • • • • • • • 5 . D isplay of p ic tu re s , c h a rts , p o ste rs * • • • • « • • • « • • 6 . Promotion o f school fin an c e campaigns

Average rate Public re la ­ tions expert Average rate School admin­ is tr a to r Average rate both groups

P ublic r e la tio n s a c tiv ity

Adjusted score

OF THE SCHOOL

9 .0

b e tw e e n t h e tw o g r o u p s ing f i r s t tio n

is

the

of v is ito r s

sch o o ls to

the

of 1 0 .5 b ein g g iv e n i t rath e r

c lo sely

and grounds.

rad io

p o sters,

ju ro rs.

^ recep tio n

in clu sio n

in

a rb itrary

score

latter

the r e c e p ­

s c h o o l , w i t h a maximum p o i n t v a l u e by the r e tu r n s *

of 7 > fo llo w ed in ch arts, the

e tc .,

T h is was f o l l o w e d of th e b u ild in g s cam paigns

tu rn by d is p la y of

and p ro d u c tio n

lo v /est i n

th is

of sc h o o l

g r o u p was t h e p r o ­

item .

s u g g e s t i o n s w e r e made i n

seco n d ly i t s

t h i s a r e a by

the

The f o r m e r w a s c l a s s i f i e d a s p a r t of v is ito r s

to

the v alu e fo r

s c o r e was d e t e r m i n e d f i r s t

rela tiv e

rank as

a c tiv itie s

- op. c i t .

An

th is

by th e sc o re

i n h i s A p p r a i s a l F o r m ,® a n d found in

th e S h i r l e y stu d y .®

i n s c h o o l an d co m m nnity.

of the a p p r a i s a l c o n s id e rs

5 M iller

o f home v i s i t a t i o n .

o f 8 . 5 was a s s i g n e d a s

T his

of the

t h e s c h o o l 11 o r a s p o s s i b l e

second su g g estio n

g iv en a s im ila r item by M ille r

sectio n

in

They i n c l u d e d t e a c h e r - p a r e n t c o n f e r e n c e s an d

hom e v i s i t a t i o n . item

p o lic y and procedure

Rank­

of s c h o o l m otion p i c t u r e s . Two f u r t h e r

th e

again in d ic a te d .

The p r o m o t i o n o f s c h o o l f i n a n c e

program s, w hile

d u c tio n

is

by th e g e n e r a l ap p ea ra n c e

was a s s i g n e d a s c o r e p ictu res,

of ex p erts

24 p u p i l a c t i v i t i e s

T his in

65 s c h o o l a n d com m unity. p ro jec ts

Show n i n

T able V a r e

( 1 ) hom e

f o r V o c a t i o n a l A g r i c u l t u r e a n d V o c a t i o n a l Hom e-

m aking c l a s s e s ,

(2) p u b lic

i n com m unity p r o g r a m s , and a c t i v i t i e s ,

(5)

speak in g c la s s e s

(3) dram as,

(4)

m usic c l a s s e s 1

p a rticip a tio n

fo ren sic

c o n te sts

p a rticip a tio n

com m unity p r o g r a m s ,

(6 ) m usic program s

letic

com m unity s e r v i c e s b y c o m m e r c ia l

c o n te sts,

stu d e n ts,

(9)

(10) d i s p l a y (12)

(8)

of p u p il* s a r t w ork, dances

com m unity p a r t i c i p a t i o n ,

tio n s,

(11)

or o th er

(13)

(15) s t u d e n t g o v e rn m e n t,

c lu b s,

(20) s tu d e n t s e r v i c e

in te rest

clu b s,

(22)

in

s o c ia l fu n ctio n s

(16)

(14)

c la ss

w ith

stu d en t o rg an iza­

(18) honor s o c i e t i e s ,

a th letic

and (24)

school e x h ib its ,

com m encem ent,

( 1 7 ) home r o o m a c t i v i t i e s ,

journeys,

(7) a t h ­

o c c a s i o n a l com m unity jo b s by sh o p c l a s s e s ,

school b an q u ets,

asse m b lies,

in sc h o o l,

in

clu b s,

su b je ct m atter c lu b s,

(21)

(19)

sp ecial

(23) sc h o o l

school groups re p re s e n tin g

t h e com m unity

o u t-o f-to w n parades and s im ila r a f f a ir s * The p a r t i c i p a t i o n

o f m usic

c la sses

program s ra n k e d h i g h e s t in p a r t d of th e of n in e .

T b is was f o l l o w e d i n

ment e x e r c i s e s , school e x h ib its , dram as,

co n te sts,

p u b lic

sp eak in g ,

in v o catio n al co u rses,

s tu d e n t governm ent a c t i v i t i e s ,

and m u s ic a l program s in

stu d y , w ith a score

t u r n by th e a n n u a l commence­

th e n by a t h l e t i c home p r o j e c t s

i n com m unity

the s c h o o l,

stu d en t asse m b lies,

a l l receiv in g

a score

66

TABLE V ANALYSIS OF JURY SCORES FOR HJPIL ACTIVITIES IN SCHOOL AND COMMUNITY

1* Home p ro je c ts f o r v o ca tio n a l a g ric u ltu re and homemaking • . 2 . P u b lic speaking c la sse s p a r tic ­ ip a tio n in community program s. 3 . Dramas and p lay s • • • • • • • 4« Forensxcs 5 . Music c la sse s p a rtic ip a tio n in community programs . . . . . . 6 . Music programs in school . . . 7 . A th le tic c o n te sts • • • • • • 8 . Community se rv ic e s by commercx a l c la sse s . . . . . . . . . 9 . O ccassional community jo b s by shop c la sse s . . . . . . . . . 10* D isplay of p u p ils 1 a r t work. • 11* School e x h i b i t s ..................... • 12. School banquets or o th e r func­ tio n s w ith community p a r tic i­ p a tio n ........................ 23* Commencement 14. S tudent assem blies . . . • • • 15* S tudent government a c tiv i tie s . 16. C lass o rg a n iz a tio n s. • • • • • 17. Home room a c tiv itie s . . . . . 18. Honor s o c ie tie s « • • • • • « 19. A th le tic clubs • • • • • • • • 20. S tudent se rv ic e c lu b s. • • • • 21. S p ecial in te r e s t clu bs . . . . 2 2 . S ub ject m atter clubs • . . . . 2 3 . School journeys . . . . . . . 24. School groups re p re se n tin g th e community in out-of-tow n pa­ rad es and o th e r a c tiv itie s . . * See Table I I .

© S o © afo-H ca g 5 2 3 1.83

1*86

1 .6 * 1.16

7 .0

8 .0

1.86 2.17 1.67

1.63 1 .7 1.38

1.73 1.67* 1 .4 *

.71 .98 .75

7 .0 6.5 5.5

7 .0 5.5

2.43 1.83 2.17

2*23 1.5 1.88

2.27 1.53* 1.87*

.60 .92 .92

9 .0 6 .0 7*5

7 .0 7 .0 6 .0

1.43

1.5

1.47

.8 4

6 .0

6 .0

1.67 1.56 2.34

1.13 1.25 1.38

1.27 1 .4 1.73

.85 .65

5 .0 5.5 7 .0

6 .0 6 .0 6 .0

2 .0 2.17 1.29 2 .0 1.17 . 83 1.56 1.29 1.56 1.33 1.17 1.43

1.43 2.13 1.25 1.25 .88 1.00 1.25 .75 1.25 .75 .63 1.25

1 .6 * 2 .0 * 1.27 1 .6 .93* .87* 1.33 1.00* 1.33* ♦93* .80 1.33

1.06 1.00 .60 .92 .8 0 1.02 .73 .76 .98 .80 .77 1.05

6.5 8 .0 6 .0 6.5 3 .5 3.5 5.5 4 .0 5.5 3 .5 3 .0 5.5

6.5 7 .5 6.5 7 .0 4 .0 5.5 5 .0 4.5 6 .0 6 .0 5 .0 6.5

1.43

.88

1.13

1.02

4 .5

Standard deviation

P u b lic re la tio n s a c tiv ity

Average rate School admin­ is tr a to r Average rate both groups

i © -P cib -p&

•64

*8

© p & •rj O rrt O